Clinically relevant attention problems in ADHD cause writing problems without impairing reading¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Children with ADHD made more spelling errors in morphological categories and showed poor time utilization in writing, while their reading abilities were similar to the comparison group. → Döhla D and Heim S 2016

Evidence¶

Döhla D and Heim S 2016¶

Döhla D and Heim S (2016). Developmental Dyslexia and Dysgraphia: What can We Learn from the One About the Other? Front. Psychol. 6:2045. https://doi.org/10.3389/fpsyg.2015.02045

q2 · i? · review · r3

The review reports Adi-Japha et al. (2007)'s study of ADHD children: "clinically relevant attention problems cause problems in writing", attributed to an impaired graphemic buffer and kinematic motor production rather than linguistic problems. Reading abilities of the ADHD group were similar to the comparison group, and fluency results were similar for both groups.

"they determined that clinically relevant attention problems cause problems in writing. They suggested that the deficits in writing do not necessarily have underlying linguistic problems but an impaired graphemic buffer and impairments in kinematic motor production."

Discussion¶

Related Claims¶

• Middle school's escalated executive function demands cause a crash for students with ADHD/EDF, and 504 plans rarely meet EDF needs
• ADHD is associated with poor academic outcomes, including lower grade point average, increased grade retention, and lower rates of high-school graduation and post-secondary education — a broader claim this one bears on
• Meta-analyses establish that ADHD is associated with poorer performance on tasks measuring inhibition, working memory, planning, and vigilance in children, with overall similar impairment patterns in adults and a strong association with reaction time variability — a broader claim this one bears on
• Students with EDF grow into school-assessed learning disabilities, written expression first and reading comprehension next — related
• Reading and writing are similar but not symmetric processes, with writing more demanding than reading — related