ERIC Number: EJ1429159
Record Type: Journal
Publication Date: 2024
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: EISSN-1521-0693
The Role of Executive Functions in Reading Comprehension by Adolescents with ADHD: The Case of Domain-General versus Domain-Specific Functions
Adi Avramovich; Menahem Yeari
Reading & Writing Quarterly, v40 n4 p303-325 2024
The present study explored whether poor executive functions (EF) underlying the difficulties of individuals with ADHD in reading comprehension (RC) are general or specific to the textual content they regulate. To address this question, adolescents with and without ADHD answered questions following the reading of texts and completed a series of tasks that assessed cognitive flexibility, updating and inhibition skills, using (a) non-verbal items, to assess a domain-general EF; (b) single written words, to assess verbal-specific EF; and (c) illustrated scenarios, to assess discourse-specific EF. Findings demonstrated that verbal and/or discourse measurements exhibited significant mediating effects beyond the contribution made by non-verbal measurements. When EF measurements of the same modality were computed as a single composite score, only the discourse measurement accounted for a significant mediating contribution. These findings suggest a domain-specific, or even a discourse-specific role of EF in RC of adolescents with ADHD, and bear implications for educational practice.
Descriptors: Foreign Countries, Attention Deficit Hyperactivity Disorder, Adolescents, Grade 8, Grade 9, Reading Comprehension, Executive Function
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A