The role of sustained attention and display medium in reading comprehension among adolescents with ADHD and without it

Pnina Stern, Lilach Shalev*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Difficulties in reading comprehension are common in children and adolescents with Attention Deficit/Hyperactivity Disorder (ADHD). The current study aimed at investigating the relation between sustained attention and reading comprehension among adolescents with and without ADHD. Another goal was to examine the impact of two manipulations of the text on the efficiency of reading comprehension: Spacing (standard- vs. double-spacing) and Type of presentation (computer screen vs. hard copy). Reading comprehension of two groups of adolescents (participants with ADHD and normal controls) was assessed and compared in four different conditions (standard printed, spaced printed, standard on computer screen, spaced on computer screen). In addition, participants completed a visual sustained attention task. Significant differences in reading comprehension and in sustained attention were obtained between the two groups. Also, a significant correlation was obtained between sustained attention and reading comprehension. Moreover, a significant interaction was revealed between presentation-type, spacing and level of sustained attention on reading comprehension. Implications for reading intervention and the importance of early assessment of attention functioning are discussed.

Original languageEnglish
Pages (from-to)431-439
Number of pages9
JournalResearch in Developmental Disabilities
Volume34
Issue number1
DOIs
StatePublished - Jan 2013

Keywords

  • ADHD
  • Adolescents
  • Reading comprehension
  • Sustained attention

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