Getting Clued In: Inferential Processing and Comprehension Monitoring in Boys With ADHD

Objective: The present study examines the ability of children with ADHD to make inferences and monitor ongoing understanding of texts, to shed light on their academic difficulties. Method: A total of 29 boys with ADHD and 41 comparison boys between the ages of 7 and 12 participated. Three tasks meas...

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Bibliographic Details
Published in:Journal of attention disorders 2010-07, Vol.14 (1), p.31-42
Main Authors: Berthiaume, Kristen S., Lorch, Elizabeth P., Milich, Richard
Format: Article
Language:English
Subjects:
Analysis of Variance
Attention - physiology
Attention Deficit Disorder with Hyperactivity - physiopathology
Attention Deficit Disorders
Attention Deficit Hyperactivity Disorder
Child
Children
Cognitive Ability
Comparative Analysis
Comprehension - physiology
Cues
Humans
Inferences
Intervention
Learning Problems
Longitudinal Studies
Male
Males
Measures (Individuals)
Mental Recall - physiology
Protocol Analysis
Reading Comprehension
Scores
Task Analysis
Vocabulary
Wechsler Intelligence Scale for Children III
Citations: Items that this one cites
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Summary:Objective: The present study examines the ability of children with ADHD to make inferences and monitor ongoing understanding of texts, to shed light on their academic difficulties. Method: A total of 29 boys with ADHD and 41 comparison boys between the ages of 7 and 12 participated. Three tasks measure how boys create and evaluate inferences, particularly explanatory inferences, and how they monitor their understanding of story events and the connections among them. Results: Boys with ADHD are less able than their comparison peers to make appropriate inferences, particularly explanatory inferences. They also have more trouble identifying text inconsistencies. Conclusions: Findings suggest that difficulties in making inferences and monitoring ongoing comprehension among children with ADHD may contribute to story comprehension problems and in turn to academic difficulties experienced by these children. Interventions specifically focusing on understanding causal connections, creating inferences, and monitoring ongoing understanding of stories need to be investigated. (J. of Att. Dis. 2010; 14(1) 31-42)
ISSN:1087-0547
1557-1246
DOI:10.1177/1087054709347197