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Working memory influences processing speed and reading fluency in ADHD
Open accessAbstract
Processing-speed deficits affect reading efficiency, even among individuals who recognize and decode words accurately. Children with ADHD who decode words accurately can still have inefficient reading fluency, leading to a bottleneck in other cognitive processes. This "slowing" in ADHD is associated with deficits in fundamental components of executive function underlying processing speed, including response selection. The purpose of the present study was to deconstruct processing speed in order to determine which components of executive control best explain the "processing" speed deficits related to reading fluency in ADHD. Participants (41 ADHD, 21 controls), ages 9-14 years, screened for language disorders, word reading deficits, and psychiatric disorders, were administered measures of copying speed, processing speed, reading fluency, working memory, reaction time, inhibition, and auditory attention span. Compared to controls, children with ADHD showed reduced oral and silent reading fluency and reduced processing speed-driven primarily by deficits on WISC-IV Coding. In contrast, groups did not differ on copying speed. After controlling for copying speed, sex, severity of ADHD-related symptomatology, and GAI, slowed "processing" speed (i.e., Coding) was significantly associated with verbal span and measures of working memory but not with measures of response control/inhibition, lexical retrieval speed, reaction time, or intrasubject variability. Further, "processing" speed (i.e., Coding, residualized for copying speed) and working memory were significant predictors of oral reading fluency. Abnormalities in working memory and response selection (which are frontally mediated and enter into the output side of processing speed) may play an important role in deficits in reading fluency in ADHD, potentially more than posteriorally mediated problems with orienting of attention or perceiving the stimulus.
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“has been linked with a broad range of reading skills including comprehension (e.g., Friedman et al., 2017), fluency (e.g., Jacobson et al., 2011), and decoding (e.g., Friedman et al., 2017).”
From Do Working Memory Deficits Underlie Reading Problems in Attention-Deficit/Hyperactivity Disorder (ADHD)? (2019) · cites this paper as Jacobson et al., 2011
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Metadata
- Authors
- Jacobson, L. A., Ryan, M., Martin, R. B., Ewen, J., Mostofsky, S. H., Denckla, M. B., & Mahone, E. M.
- Affiliations
- Kennedy Krieger Institute (US)
- University of Houston (US)
- Corresponding author
- Jacobson, Lisa A.
- ORCID
- Venue
- Child Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 2011-01-31
- Volume
- 17
- Issue
- 3
- Pages
- 209-224
- ISSN
- 0929-7049 (ISSN-L)
- 1744-4136
- PMC
- PMC3309419
- OpenAlex
- W1994226949
- Cited by
- 215
- References
- 47
- Citations by year
- 2026: 8 · 2025: 10 · 2024: 14 · 2023: 23 · 2022: 13 · 2021: 20 · 2020: 12 · 2019: 11 · 2018: 17 · 2017: 11 · 2016: 13 · 2015: 25 · 2014: 18 · 2013: 12 · 2012: 5
- FWCI
- 8.37
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Child Neuropsychology (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R01MH085328, R01MH078160)
- National Institute of Neurological Disorders and Stroke (R01NS048527)
- National Center for Research Resources (UL1RR025005)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P30HD024061, P50HD052121)
- 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, processing speed, reading fluency, working memory, executive function, response selection, oral reading fluency, silent reading, inhibition, children
- MeSH terms
- Adolescent, Attention, Attention Deficit Disorder with Hyperactivity, Child, Female, Humans, Language Disorders, Male, Memory, Short-Term, Neuropsychological Tests, Reaction Time, Reading, Executive Function
About these checks
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.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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