The relation between teacher ratings of attention and executive functioning with reading comprehension in elementary school students




Poole, Tara

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The purpose of the present study was to examine the associations among teacher ratings of attention deficit hyperactivity disorder (ADHD) symptomology and executive functioning (EF) skills with reading comprehension and its underlying components reflected in the Simple View of Reading (SVR) including decoding and language comprehension ability. A total of 27 second grade (n = 10), third grade (n = 12), and fourth grade (n = 5) students were recruited for the study. Standardized assessment measures were used to capture word reading, decoding, reading comprehension, semantics, grammar, listening, phonological processing, and working memory. Teacher questionnaires were used to assess ADHD symptomology and EF ability in participants. Correlation analyses were conducted to explore the associations among teacher ratings of EF and ADHD, reading comprehension, and its subskills outlined in the SVR. A series of hierarchical regression analyses were performed to identify whether teacher ratings of ADHD or EF added unique variance to reading comprehension after controlling for word level reading and language comprehension skills. Results from the current study give further support for the SVR as an effective model for conceptualizing reading comprehension. An association between EF difficulties and poor word reading, in addition to weaker reading comprehension skills, was identified. These findings highlight the need for further research examining the role that EF plays in reading comprehension and its underlying components in order to better support struggling readers.



Executive function, attention, reading comprehension, decoding, language comprehension