Do the Kinds of Achievement Errors Made by Students Diagnosed with ADHD Vary as a Function of Their Reading Ability?

Autor/inn/en	Pagirsky, Matthew S.; Koriakin, Taylor A.; Avitia, Maria; Costa, Michael; Marchis, Lavinia; Maykel, Cheryl; Sassu, Kari; Bray, Melissa A.; Pan, Xingyu
Titel	Do the Kinds of Achievement Errors Made by Students Diagnosed with ADHD Vary as a Function of Their Reading Ability?
Quelle	In: Journal of Psychoeducational Assessment, 35 (2017) 1-2, S.124-137 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916669020
Schlagwörter	Attention Deficit Hyperactivity Disorder; Reading Ability; Reading Difficulties; Error Patterns; Achievement Tests; Academic Achievement; Elementary School Students; Secondary School Students; Comparative Analysis; Differences; Spelling; Phonology; Reading Comprehension; Mathematics; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Reading competence; Lesekompetenz; Reading difficulty; Leseschwierigkeit; Fehlertyp; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Sekundarschüler; Unterscheiden; Schreibweise; Fonologie; Leseverstehen; Mathematik
Abstract	A large body of research has documented the relationship between attention-deficit hyperactivity disorder (ADHD) and reading difficulties in children; however, there have been no studies to date that have examined errors made by students with ADHD and reading difficulties. The present study sought to determine whether the kinds of achievement errors made by students diagnosed with ADHD vary as a function of their reading ability. The participants in this study were 91 students in the ADHD clinical validity standardization sample of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3), as well as a control group of 63 students selected from the larger standardization sample. Students with ADHD and reading difficulties demonstrated a statistically significant greater amount of errors across tests of academic achievement. Findings from the study are discussed within the context of past research, as well as implications for the field of school psychology and practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01