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Cited by 47Attention Deficit Hyperactivity DisorderDevelopmental and Educational NeuropsychologyReading and Literacy Development

Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement

Open access
Gremillion, Monica L., Martel, Michelle M.·2012·Journal of Abnormal Child Psychology
DOI 10.1007/s10802-012-9650-7PMC PMC4278425
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Abstract

ADHD is associated with academic underachievement, but it remains unclear what mechanism accounts for this association. Semantic language is an underexplored mechanism that provides a developmental explanation for this association. The present study will examine whether semantic language deficits explain the association between ADHD and reading and mathematics underachievement, taking into account alternative explanations for associations, including verbal working memory (WM) impairments, as well as specificity of effects to inattentive and hyperactive-impulsive ADHD symptom domains. Participants in this cross-sectional study were 546 children (54 % male) ages six to twelve (M = 9.77, SD = 1.49). ADHD symptoms were measured via maternal and teacher report during structured interviews and on standardized rating forms. Children completed standardized semantic language, verbal WM, and academic testing. Semantic language fully mediated the ADHD-reading achievement association and partially mediated the ADHD-mathematics achievement association. Verbal WM also partially mediated the ADHD-mathematics association but did not mediate the ADHD-reading achievement association. Results generalized across inattentive and hyperactive-impulsive ADHD symptom domains. Semantic language explained the association between ADHD and reading underachievement and partially explained the association between ADHD and mathematics underachievement. Together, language impairment and WM fully explained the association between ADHD and reading underachievement, in line with developmental models suggesting that language and WM conjointly influence the development of attention and subsequent academic achievement. This work has implication for the development of tailored interventions for academic underachievement in children with ADHD.

Integrity signals

Registry

Crossref · 10.1007/s10802-012-9650-7

Cites

70 of 70 references verified0 citation errors · 0 not checkable

Statistics

19 tests recomputed · 3 with the reported and recomputed p on opposite sides of .05

Claims the paper makes

0 of 46 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    Children with ADHD did not have significantly lower reading achievement than non-ADHD comparison children.

    “Contrary to study hypotheses, children with ADHD did not have significantly lower reading achievement compared to non-ADHD comparison children, t(471)=1.16, p=.246.”
    Quote in the paperSubstantial claim
  • Findingown data

    Lower semantic language scores were associated with poorer mathematics achievement.

    “lower semantic language scores were significantly associated with poorer mathematics achievement.”
    Quote in the paperSubstantial claim
  • Findingown data

    Poor semantic language was associated with lower academic achievement.

    “Poor semantic language was associated with lower academic achievement and worse WM (all p<.01).”
    Quote in the paperSubstantial claim
  • Findingown data

    Children with ADHD had lower estimated full scale IQ than non-ADHD comparison children.

    “significantly lower estimated FSIQ, t(469)=2.81, p=.005, d=.26, than non-ADHD comparison children.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Children with ADHD had lower semantic language scores than non-ADHD comparison children.

    “children with ADHD had significantly lower semantic language, t(471)=2.74, p=.006, d=.25”
    Quote in the paperSubstantial claim
  • May combine two claims. 16
  • Classified as probably not a substantial claim. 16

  • May combine two claims.

    Findingown data

    Semantic language and verbal working memory deficits together fully accounted for the ADHD-reading link but only partially accounted for the ADHD-mathematics link.

    “Interestingly, poor semantic language skills and verbal WM deficits together fully explained the ADHD-reading achievement association, but only partially explained the association between ADHD and mathematics achievement”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The Vocabulary subtest from the WISC-IV is sensitive to semantic language in school-age children.

  • May combine two claims.

    Findingown data

    Inattentive and hyperactive-impulsive ADHD symptoms were associated with both reading and mathematics achievement.

    “inattentive and hyperactive-impulsive ADHD symptoms were significantly associated with both reading (Figure 1) and mathematics achievement (Figure 2; all p<.05).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Semantic language and verbal working memory together accounted for the ADHD-reading achievement link and partially accounted for the ADHD-mathematics achievement link.

    “Together, semantic language and verbal WM explained the association between ADHD symptoms and reading achievement and partially explained the association between ADHD symptoms and mathematics achievement.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The Vocabulary subtest from the WISC-IV is sensitive to semantic language in school-age children.

  • May combine two claims.

    Findingown data

    Semantic language accounted for the ADHD-reading underachievement link and partially accounted for the ADHD-mathematics underachievement link.

    “Study results indicated that semantic language explained the association between ADHD and reading underachievement and partially explained the association between ADHD and mathematics underachievement.”
    • Also stated in: § DISCUSSION · plain
      “Importantly, semantic language explained the association of ADHD symptoms with reading and mathematics underachievement”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The Vocabulary subtest from the WISC-IV is sensitive to semantic language in school-age children.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    A clinical diagnostic team reassessed diagnostic status using the same algorithm, with agreement rates above .89.

    “A clinical diagnostic team consisting of board certified and licensed clinical child psychologists reassessed diagnostic status, using the same “or” algorithm with acceptable agreement rates (all kappas > .89).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductcitation

    The WISC-IV Vocabulary subtest has high internal consistency, test-retest reliability, and content and construct validity for this age group.

    “The vocabulary subtest exhibits high internal consistency and high test-retest reliability (Wechsler, 2003) as well as high content and construct validity for this age group (Sattler, 2008).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Wechsler, 2003

      Not checked in the free run.

    • cites Sattler, 2008

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    About 30% of children with ADHD have working memory deficits.

    “Approximately 30% of children diagnosed with ADHD exhibit deficits in WM (Wahlstedt, Thorell, & Bohlin, 2009)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Wahlstedt, Thorell, & Bohlin, 2009 source

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    ADHD and severe academic underachievement share etiological factors, including genetic influences and executive function deficits.

    “ADHD and extreme academic underachievement share etiological factors, including common genetic influences (Willcutt et al., 2001; 2007) and shared executive function deficits”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Willcutt et al., 2001; 2007

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Banaschewski et al, 2005 source

      Not checked in the free run.

  • May combine two claims.

    Study design and conductcitation

    The abbreviated three-subtest WISC-IV is reliable and valid for estimating full scale IQ in this age range.

    “Estimated full scale IQ was assessed using an abbreviated three subtest version (i.e., Block Design, Information, and Vocabulary) of the WISC-IV that is both reliable and valid for this age range (Wechsler, 2003; Sattler, 2008).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Wechsler, 2003

      Not checked in the free run.

    • cites Sattler, 2008

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    Sibling non-independence was handled using Mplus clustering.

    “The presence of siblings and the resulting non-independence of data points were addressed using the clustering feature of Mplus (Muthén & Muthén, 1998–2008).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductown data

    The ADHD and control groups did not differ in age or ethnicity.

    “the ADHD and control groups did not differ on age,t(471)=.51, p=.609(Table 1) or ethnicity, X2(4)=3.11, p=.540.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    General language ability is theorized to shape attention, which is critical for academic performance.

    “developmental theory suggests that general language ability plays a role in shaping attention which is then critical for academic performance (Gartstein, Crawford, & Robertson, 2008).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Gartstein, Crawford, & Robertson, 2008 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Verbal working memory deficits are a well-validated mechanism for the ADHD-academic underachievement association.

    “Another possible and well-validated mechanism explaining the association between ADHD and academic underachievement is verbal working memory (WM) deficits (Gropper & Tannock, 2009; Thorell, 2007).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Gropper & Tannock, 2009 source

      Not checked in the free run.

    • cites Thorell, 2007 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Parents were asked to have children stop psychostimulant medication for 24 to 48 hours before the laboratory visit to improve cognitive measurement accuracy.

    “Parents of children taking psycho-stimulant medication were asked to consult with a physician about discontinuing medication for 24 to 48 hours prior to the laboratory visit to ensure a more accurate measure of cognitive performance.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Language impairment is common in children with ADHD and academic underachievement, with co-occurrence around 45%.

    “Language Impairment (LI) is highly prevalent in children with ADHD and academic underachievement, co-occurring at a rate of approximately 45% (Beitchman, Wilson, Brownlie, Watlters, & Lancee, 1996; Cohen et al., 2000; Tirosh & Cohen, 1998; Tomblin, Zhang, Buckwalter, & Catts, 2000).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Beitchman et al., 1996 source

      Not checked in the free run.

    • cites Cohen et al., 2000 source

      Not checked in the free run.

    • cites Tirosh & Cohen, 1998 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Working memory effects in ADHD appear most specific to inattentive symptoms.

    “effects seem most specific to the inattentive ADHD symptom domain (Wahlstedt et al., 2009; Thorell, 2007).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Wahlstedt et al., 2009 source

      Not checked in the free run.

    • cites Thorell, 2007 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    A certified trainer reviewed 5% of recorded diagnostic interviews to check fidelity.

    “Fidelity to interview procedure was checked by having the interview recorded with 5% reviewed by a certified trainer.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    Missingness and nonnormality were handled with robust full information maximum likelihood estimation in Mplus.

    “This missingness and nonnormality of data was addressed using robust full information maximum likelihood estimation (FIML; i.e., direct fitting) in Mplus”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    ADHD and underachievement are each associated with poor language skills.

    “Purvis and Tannock (1997; 2000) found that ADHD and underachievement are both associated with poor language skills.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Purvis and Tannock (1997; 2000)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    Sex was included as a covariate in all correlation and regression analyses.

    “sex was covaried in all subsequent correlation and regression analyses.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    Missing data affected less than 8% of the sample for all measures except verbal working memory, which was available for 65% by design.

    “Missingness was minimal in the current study, affecting less than 8% of the sample for all measures except verbal WM. The WM measure was available for 65% of the sample by design (n=355; i.e., data was collected during the second visit after additional families had been screened out).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Children with early semantic language problems are at risk for attention problems and worse school performance.

    “children with initial semantic language problems are at risk for developing attention problems and have worse school performance (Gartstein et al., 2008; Young et al., 2002).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Gartstein et al., 2008 source

      Not checked in the free run.

    • cites Young et al., 2002 source

      Not checked in the free run.

  • May combine two claims.

    Study design and conductcitation

    The WIAT-II Reading Comprehension subtest reflects school reading achievement and is not overly dependent on language ability.

    “The major benefit of the WIAT-II reading comprehension subtest over other measures of reading comprehension is that this specific subtest maps onto reading achievement in school and is not overly dependent on language ability (Lichtenberger & Smith, 2005; Wechsler, 2001).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Lichtenberger & Smith, 2005

      Not checked in the free run.

    • cites Wechsler, 2001

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Inattentive ADHD symptoms are usually more strongly linked to academic underachievement than hyperactive-impulsive symptoms.

    “Although prior research has established that inattentive ADHD symptoms typically are more highly associated with academic underachievement than hyperactive-impulsive ADHD symptoms (Breslau et al., 2010)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Breslau et al., 2010 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationown data

    Semantic language and verbal working memory together, with semantic language primary and working memory secondary, independently and nearly completely accounted for the ADHD-achievement link.

    “Together, semantic language primarily and WM secondarily independently and almost fully explained the association between ADHD symptoms and academic achievement.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Semantic language together with verbal working memory is critical for reading achievement, while each independently partially accounts for the ADHD-mathematics link.

    “suggesting that poor semantic language skills in conjunction with poor verbal WM are critical for reading achievement, whereas semantic language skills and poor verbal WM independently partially explain the association between ADHD symptoms and mathematics achievement.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    The present study did not investigate maternal education or family socioeconomic status, which are important contextual factors for achievement.

    “demographic variables such as maternal education and family socioeconomic status are important contextual factors that influence achievement and were not investigated in the present study.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Maternal education and family socioeconomic status influence achievement.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    Adding ethnicity as a covariate did not materially alter any of the study's results.

    “All results were checked with ethnicity as a covariate with no significant changes in findings.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Semantic language is an important mechanism that should be considered in future ADHD-achievement research.

    “suggesting that semantic language is an important mechanism that needs consideration in future work on ADHD symptoms and achievement.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Language and verbal working memory have bidirectional effects on attention development, with later effects on academic achievement.

    “which is in line with developmental theory suggesting that language and verbal WM exert bidirectional influences on the development of attention with later-emerging effects on academic achievement (Gartstein et al., 2008).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Gartstein et al., 2008 source

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    Language and working memory conjointly influence the development of attention and subsequent academic achievement.

    “in line with developmental models suggesting that language and WM conjointly influence the development of attention and subsequent academic achievement.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The cross-sectional data reflect the temporal ordering required for mediation, with ADHD symptoms preceding semantic language and working memory, which precede achievement.
    • Rests on an assumption: The associations among ADHD symptoms, semantic language, verbal working memory, and achievement are not due to unmeasured confounding.
31 of 31

  • The paper relies on this without support.

    The cross-sectional data reflect the temporal ordering required for mediation, with ADHD symptoms preceding semantic language and working memory, which precede achievement.

    “Participants in this cross-sectional study were 546 children (54% male) ages six to twelve (M=9.77, SD=1.49).”
    “a series of multiple linear regressions using ADHD symptom counts were conducted using Mplus (Muthén & Muthén, 1998–2008) in order to assess Baron and Kenny’s (1986) mediation criteria”

  • The paper relies on this without support.

    The associations among ADHD symptoms, semantic language, verbal working memory, and achievement are not due to unmeasured confounding.

    “Partial correlations controlling for sex were conducted to examine descriptive associations between reading and mathematics achievement, semantic language, verbal WM, and ADHD symptoms.”

  • The paper relies on this without support.

    Maternal education and family socioeconomic status influence achievement.

    “demographic variables such as maternal education and family socioeconomic status are important contextual factors that influence achievement and were not investigated in the present study.”

  • The paper relies on this without support.

    The Vocabulary subtest from the WISC is highly correlated with IQ and academic achievement.

    “Further, language in general and the measure of language used in the current study in particular (i.e., the Vocabulary subtest from the WISC), is highly correlated with IQ and academic achievement.”

  • The paper relies on this without support.

    The Vocabulary subtest from the WISC-IV is sensitive to semantic language in school-age children.

    “the Vocabulary section of the WISC-IV was utilized because it is sensitive to semantic language in school-age children”
5 of 5

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Working memory deficits consistently emerge as the only cognitive mechanism mediating the ADHD/reading problem association, alone or with semantic language skills.

    “with working memory deficits consistently emerging as the only cognitive mechanism to mediate the ADHD/reading problem association, alone (Friedman et al., 2017; Miller et al., 2013) or in combination with semantic language skills (Gremillion & Martel, 2012).”

    From Do Working Memory Deficits Underlie Reading Problems in Attention-Deficit/Hyperactivity Disorder (ADHD)? (2019) · cites this paper as Gremillion & Martel, 2012

Statistics that don’t add up

Each reported p-value recomputed from its test statistic and degrees of freedom.

  • Inconsistent p-value across alpha = .05: z=−.015, p < .001

    Major

    The paper reports p < .001 here; recomputing from the test statistic and its degrees of freedom gives p = .988 (two-tailed). The two fall on opposite sides of alpha = .05. The check cannot tell whether the statistic or the p-value is the misprint.

    Reported p < .001 · recomputed p = .988

  • Inconsistent p-value across alpha = .05: z=−.027, p < .01

    Major

    The paper reports p < .01 here; recomputing from the test statistic and its degrees of freedom gives p = .978 (two-tailed). The two fall on opposite sides of alpha = .05. The check cannot tell whether the statistic or the p-value is the misprint.

    Reported p < .01 · recomputed p = .978

  • Inconsistent p-value across alpha = .05: z=−.023, p < .001

    Major

    The paper reports p < .001 here; recomputing from the test statistic and its degrees of freedom gives p = .982 (two-tailed). The two fall on opposite sides of alpha = .05. The check cannot tell whether the statistic or the p-value is the misprint.

    Reported p < .001 · recomputed p = .982

3 of 3

Statistics recomputed

Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.

  • Doesn’t add upz = -0.015reported p < .001 · recomputed p = .988The two fall on opposite sides of .05

    “z=−.015, p < .001”

  • Doesn’t add upz = -0.027reported p < .01 · recomputed p = .978The two fall on opposite sides of .05

    “z=−.027, p < .01”

  • Doesn’t add upz = -0.023reported p < .001 · recomputed p = .982The two fall on opposite sides of .05

    “z=−.023, p < .001”

  • Not confirmedz = -0.01reported p = .02 · recomputed p = .992

    “z= −.01, p = .02”

  • Not confirmedz = -0.027reported p < .001 · recomputed p = .978

    “z=−.027, p < .001”

  • Not confirmedz = -0.023reported p = .141 · recomputed p = .982

    “z=−.023, p = .141”

  • Not confirmedz = -47reported p = .138 · recomputed p < .001

    “z=−047, p = .138”

  • Not confirmedz = -49reported p = .156 · recomputed p < .001

    “z=−049, p = .156”

  • Not confirmedz = -0.03reported p = .005 · recomputed p = .976

    “z=−.03, p = .005”

  • Consistentt(471) = 0.51reported p = .609 · recomputed p = .610

    “t(471)=.51, p = .609”

  • Consistentχ²(4) = 3.11reported p = .54 · recomputed p = .540

    “X2(4)=3.11, p = .540”

  • Consistentχ²(1) = 29.16reported p < .001 · recomputed p < .001

    “X2(1)=29.16, p < .001”

  • Consistentt(471) = 2.74reported p = .006 · recomputed p = .006

    “t(471)=2.74, p = .006”

  • Consistentt(471) = 3.43reported p < .001 · recomputed p < .001

    “t(471)=3.43, p < .001”

  • Consistentt(353) = 3.73reported p < .001 · recomputed p < .001

    “t(353)=3.73, p < .001”

  • Consistentt(469) = 2.81reported p = .005 · recomputed p = .005

    “t(469)=2.81, p = .005”

  • Consistentt(471) = 1.16reported p = .246 · recomputed p = .247

    “t(471)=1.16, p = .246”

  • Consistentz = -4.02reported p < .001 · recomputed p < .001

    “z=−4.02, p < .001”

  • Consistentz = -2.69reported p = .007 · recomputed p = .007

    “z=−2.69, p = .007”

19 of 19

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Discussion reverses the reported mathematics mediation result

    Major

    The discussion says semantic language fully accounted for the ADHD-mathematics association, whereas the results report partial mediation.

  • The reported family count cannot accommodate 154 sibling pairs

    Minor

    If 539 families participated and 154 had two children, the study would include at least 693 children, not 546.

    Reported 546 · recomputed 693

  • Participant age summaries differ between the abstract and methods

    Minor

    The abstract and methods describe the same 546 children but give different mean ages and standard deviations.

3 of 3

Cites

Flagged first, then by citations

Research works printed but not linked: 9

  1. DuPaul, G. J., Power, T. J., Anastopolous, A. D., & Reid, R. (1998). ADHD Rating Scale—IV: Checklists, norms, and clinical interpretation. New York: Guilford.
  2. Lahey, B. B., & Willcutt, E. (2002). Validity of the diagnosis and dimensions of attention deficit hyperactivity disorder. In P. S. Jenson & J. R. Cooper (Eds.), Attention deficit hyperactivity disorder: State of the science (pp. 1–23). New York: Civic Research Institute.
  3. Lichtenberger, E. O., & Smith, D. R. (2005). Essentials of WIAT-II and KTEA-II assessment. Hoboken: Wiley.
  4. McCartney, K., Burchinal, M.R., & Bub, K.L. (2006). Best practices in quantitative methods for developmentalists. In W.F. Overton & M. Berry (Eds.), Monographs of the Society for Research in Child Development, 285.
  5. Nigg, J. T. (2006). What causes ADHD? Understanding what goes wrong and why. New York: Guilford.
  6. Puig-Antic, J., & Ryan, N. (1986). Kiddie schedule for affective disorders and schizophrenia. Pittsburgh: Western Psychiatric Institute.
  7. Sattler, J. M. (2008). Assessment of children: Cognitive Foundations (5th ed.). La Mesa: Jerome M. Sattler, Publisher, Inc.
  8. Semel, E., Wiig, E. H., & Seccord, W. A. (2003). Clinical evaluation of language fundamentals (4th ed.). San Antonio: The Psychological Corporation.
  9. Wiig, E. H. (2008). Language disabilities. In A. Prifitera, D. H. Saklofske, & L. G. Weiss (Eds.), WISC-IV clinical assessment and intervention (2nd ed., pp. 173–193). Oxford: Elsevier.

Cited by

Sorted by citations

Authors
Gremillion, M. L., & Martel, M. M.
Affiliations
LSU New Orleans (US)
Corresponding author
Gremillion, Monica L.
ORCID
Martel, Michelle M.
Venue
Journal of Abnormal Child Psychology
Publisher
Springer Science and Business Media LLC
Published
2012-06-02
Volume
40
Issue
8
Pages
1339-1349
ISSN
  • 0091-0627 (ISSN-L)
  • 1573-2835
DOI
10.1007/s10802-012-9650-7
PMC
PMC4278425
OpenAlex
W2128673596
Cited by
47
References
70
Citations by year
2026: 2 · 2025: 1 · 2024: 5 · 2023: 4 · 2022: 3 · 2021: 4 · 2020: 3 · 2019: 5 · 2018: 3 · 2017: 5 · 2016: 6 · 2015: 2 · 2014: 4
FWCI
1.37
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Research on Child and Adolescent Psychopathology (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • National Institutes of Health
  • National Institute of Mental Health (R01 MH-59105, R01MH070004, R01MH059105)
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords
attention deficit hyperactivity disorder, semantic language, academic underachievement, verbal working memory, mediation, inattentive symptoms, hyperactive-impulsive symptoms, language impairment, children, attention development
MeSH terms
Attention Deficit Disorder with Hyperactivity, Child, Cross-Sectional Studies, Dyslexia, Educational Status, Female, Humans, Language Development, Language Disorders, Male, Mathematics, Semantics

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-05.

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