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(Reference retrieved automatically from Web of Science through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

Poor stimulus discriminability as a common neuropsychological deficit between ADHD and reading ability in young children: a moderated mediation model

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Lucio, P. S. ; Salum, G. A. ; Rohde, L. A. ; Swardfager, W. ; Gadelha, A. ; Vandekerckhove, J. ; Pan, P. M. ; Polanczyk, G. V. ; do Rosario, M. C. ; Jackowski, A. P. ; Mari, J. J. ; Cogo-Moreira, H.
Total Authors: 12
Document type: Journal article
Source: PSYCHOLOGICAL MEDICINE; v. 47, n. 2, p. 255-266, JAN 2017.
Web of Science Citations: 2
Abstract

Background. Attention deficit hyperactivity disorder (ADHD) is frequently associated with poorer reading ability; however, the specific neuropsychological domains linking this co-occurrence remain unclear. This study evaluates information-processing characteristics as possible neuropsychological links between ADHD symptoms and RA in a community-based sample of children and early adolescents with normal IQ (>= 70). Method. The participants (n = 1857, aged 6-15 years, 47% female) were evaluated for reading ability (reading single words aloud) and information processing {[}stimulus discriminability in the two-choice reaction-time task estimated using diffusion models]. ADHD symptoms were ascertained through informant (parent) report using the Development and Well-Being Assessment (DAWBA). Verbal working memory (VWM; digit span backwards), visuospatial working memory (VSWM, Corsi Blocks backwards), sex, socioeconomic status, and IQ were included as covariates. Results. In a moderated mediation model, stimulus discriminability mediated the effect of ADHD on reading ability. This indirect effect was moderated by age such that a larger effect was seen among younger children. Conclusion. The findings support the hypothesis that ADHD and reading ability are linked among young children via a neuropsychological deficit related to stimulus discriminability. Early interventions targeting stimulus discriminability might improve symptoms of inattention/hyperactivity and reading ability. (AU)

FAPESP's process: 08/57896-8 - National Institute for Developmental Psychiatry
Grantee:Eurípedes Constantino Miguel Filho
Support Opportunities: Research Projects - Thematic Grants