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Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms
Open accessAbstract
Background: Deficits in time perception (the ability to judge the duration of time intervals) have been found in children with both attention‐deficit/hyperactivity disorder (ADHD) and dyslexia. This paper investigates time perception, phonological skills and executive functions in children with dyslexia and/or ADHD symptoms (AS). Method: Children with dyslexia‐only ( n = 17), AS‐only ( n = 17), comorbid dyslexia+AS ( n = 25), and typically developing controls ( n = 42), matched for age and non‐verbal ability, were assessed on measures of phonological skills, executive function and time perception (duration discrimination and time reproduction). Results: Children with dyslexia were impaired on measures of phonological skill and duration discrimination compared to children without dyslexia (though problems on duration discrimination appeared to be attributable to mild symptoms of inattention in this group). In contrast, children with AS exhibited impairments on measures of both time perception and executive function compared to children without AS. Children with dyslexia+AS showed an additive combination of the deficits associated with dyslexia‐only and AS‐only. Conclusions: Dyslexia and AS appear to be associated with distinct patterns of cognitive deficit, which are present in combination in children with dyslexia+AS.
Overview
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Written from the paper’s full text.
TL;DR
Children with dyslexia and/or ADHD symptoms (AS) showed distinct cognitive profiles: dyslexia was linked to phonological deficits, while AS was linked to executive-function and time-perception deficits. Comorbid dyslexia+AS showed an additive combination of both profiles rather than more severe or unique deficits.
Key findings
- Dyslexia was associated with poorer phonological skills: significant main effects on phoneme deletion (F = 9.11, p < .01, ηp² = .09), nonword repetition (F = 9.15, p < .01, ηp² = .09), phonemic decoding (F = 32.62, p < .01, ηp² = .26), and digit recall (F = 5.26, p < .05, ηp² = .05).
- AS was associated with executive-function/attention weaknesses: significant main effects on response variability (SDRT: F = 9.37, p < .01, ηp² = .10), listening recall (F = 4.72, p < .05, ηp² = .05), block recall (F = 3.95, p < .05, ηp² = .04), and sustained attention (Score!: F = 8.52, p < .01, ηp² = .09).
- Time perception was impaired in both conditions: duration discrimination showed significant main effects of dyslexia (F = 5.10, p < .05, ηp² = .05) and AS (F = 4.00, p < .05, ηp² = .04); time reproduction error showed a significant AS main effect (F = 6.38, p < .05, ηp² = .07).
- In a regression predicting duration discrimination thresholds (n = 98), inattention was the only unique predictor (unique R² = .05, p < .05); hyperactivity/impulsivity and literacy difficulty did not predict additional unique variance (R² = .00 and .01), with overall R² = .11.
Methods
- Four groups of children aged 5.58–14.75 years (mean = 10.23, SD = 2.24) participated: dyslexia-only (n = 17), AS-only (n = 17), dyslexia+AS (n = 25), and typically developing controls (n = 42), matched for age and non-verbal ability.
- Children completed measures of phonological skills (phoneme deletion, CNRep, phonemic decoding, digit recall), executive function (SSRT task, listening recall, block recall, Score!), and time perception (duration discrimination and time reproduction).
- Analyses used 2 × 2 (dyslexia ± × AS ±) ANOVAs, planned comparisons, mixed ANOVA for time reproduction, and a simultaneous regression predicting duration discrimination from inattention, hyperactivity, and literacy difficulty.
Limitations
- Stated in the paper: the lack of a diagnostic assessment of ADHD, including evidence of persistence and impairment, may restrict generalisability to other ADHD samples.
- Stated in the paper: the study included just one measure of visuo-spatial memory (Block Recall), and other more attentionally demanding visuo-spatial memory tasks were not included.
- Evident from the text: the AS group combined children with a prior clinical ADHD diagnosis (n = 15) and children recruited on parent/teacher concerns without a clinical diagnosis (n = 27); parent and teacher ratings were not available for all children, and two hyperactive/impulsive-only children were excluded from analyses.
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Claims the paper makes
36 Own result · 15 Own method · 13 Own interpretation · 12 Not checked yet · 1 No basis given
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, children with AS exhibited impairments on measures of both time perception and executive function compared to children without AS.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Abstract > Results
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children with dyslexia were impaired on measures of phonological skill and duration discrimination compared to children without dyslexia”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Abstract > Results
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children with dyslexia were impaired on measures of phonological skill and duration discrimination compared to children without dyslexia”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Abstract > Results
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In contrast, children with AS exhibited impairments on measures of both time perception and executive function compared to children without AS.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Abstract > Results
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Children with dyslexia+AS showed an additive combination of the deficits associated with dyslexia-only and AS-only.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Abstract > Results
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There was also a strong trend for the dyslexia+AS group to perform worse than the dyslexia-only group on the Score! test (t (40) = 1.89, p = .07; d = .59).”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Executive function
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Together measures of inattention, hyperactivity and composite literacy difficulty scores accounted for 11% of the variance in duration discrimination thresholds.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Dimensional analyses
plainstates an associationn = 98- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The children classified as having ADHD symptoms (AS) based on rating scales have ADHD as intended, despite the lack of a diagnostic assessment.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children with dyslexia+AS made significantly more errors than children with dyslexia-only (t (16) = 3.70, p < .01)”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Time perception
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The children classified as having ADHD symptoms (AS) based on rating scales have ADHD as intended, despite the lack of a diagnostic assessment.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There were also non-significant trends for children with AS to show longer SSRTs (reflecting weaker inhibition) compared to children without AS.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Executive function
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The children classified as having ADHD symptoms (AS) based on rating scales have ADHD as intended, despite the lack of a diagnostic assessment.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The magnitude of absolute errors increased as the target duration increased (F (2.86, 254.45) = 39.78, p < .01, ηp2 = .31)”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Time perception
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- It may state two separate claims as one. 14
- Probably not a substantial claim. 9
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“and neither hyperactivity/impulsivity nor literacy predicted additional unique variance (r2 = .00 and .01, respectively).”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Dimensional analyses
plainn = 98- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The children classified as having ADHD symptoms (AS) based on rating scales have ADHD as intended, despite the lack of a diagnostic assessment.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, although children with a diagnosis of ADHD tended to be rated by parents as showing more symptoms of inattention and hyperactivity/impulsivity than children without a diagnosis, overall teacher ratings did not significantly differ between the groups and both groups were rated as having significantly more symptoms of ADHD than TD-controls”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Method > Participants
hedgedstates an associationn = 42- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“but none of the interactions between target duration and either dyslexia or AS were significant (all Fs < 1).”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Time perception
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Of the children with AS (n = 42), 15 had previously received a clinical diagnosis of ADHD combined-type, in the absence of any other comorbid diagnosis, by an experienced multidisciplinary CAMHS team.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Method > Participants
plainn = 42- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As expected, there were significant main effects of dyslexia but not AS on all the measures of phonological skill (phoneme deletion, nonword repetition, phonemic decoding and digit recall)”
- Also stated in: § Discussion · plain
“Consistent with our hypotheses, children with dyslexia showed weaknesses on measures of phoneme deletion, nonword repetition, nonword reading and phonological memory.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Phonological skills
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § Discussion · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“which appears to reflect the fact that the comorbid dyslexia+AS group actually perform slightly, but non-significantly, better than the dyslexia-only group on this task.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Phonological skills
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children with dyslexia-only and AS-only performed similarly and less well than TD-controls on the duration discrimination task.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Time perception
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There were significant main effects of dyslexia and AS but no significant interaction.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Time perception
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The children classified as having ADHD symptoms (AS) based on rating scales have ADHD as intended, despite the lack of a diagnostic assessment.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Children with AS made large errors on the time reproduction task and showed deficits in duration discrimination.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Discussion
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The children classified as having ADHD symptoms (AS) based on rating scales have ADHD as intended, despite the lack of a diagnostic assessment.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“There was no significant main effect of dyslexia and no significant interaction.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Time perception
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“It is widely accepted that the proximal cognitive cause of dyslexia is a phonological deficit (Vellutino, Fletcher, Snowling, & Scanlon, 2004)”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Abstract > Conclusions
What the sources say
- Not checked yetcites Vellutino, Fletcher, Snowling, & Scanlon, 2004
boostedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Arguably, the pattern of findings just described (that dyslexia-only and ADHD-only are associated with different patterns of cognitive impairment but both forms of impairment co-occur in the comorbid condition) is consistent with this hypothesis.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Abstract > Conclusions
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“whereas the predominant account of ADHD sees it as arising from an impairment in executive functions that affects both cognitive and motivational systems (Barkley, 1997).”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Abstract > Conclusions
What the sources say
- Not checked yetcites Barkley, 1997
boostedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Dyslexia was associated with deficits in phonological skills (phonological awareness, phonological memory and decoding) whereas AS was associated with increased response variability, deficits in attention and in visuo-spatial short-term memory (STM)”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Discussion
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The children classified as having ADHD symptoms (AS) based on rating scales have ADHD as intended, despite the lack of a diagnostic assessment.
None of the sources cited for this claim have been checked yet.
In the paper
“They also failed to provide support for the ‘cognitive subtype’ hypothesis (e.g., de Jong et al., 2006; Rucklidge & Tannock, 2002) because children with dyslexia+AS exhibited neither different, nor more severe, deficits than children with either pure condition.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Discussion
What the sources say
- Not checked yetcites de Jong et al., 2006
- Not checked yetcites Rucklidge & Tannock, 2002
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The children classified as having ADHD symptoms (AS) based on rating scales have ADHD as intended, despite the lack of a diagnostic assessment.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The mean probability of responding (not inhibiting) on a stop-signal trial was .52, indicating that the tracking algorithm succeeded.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Method > Tests and procedures
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Slightly poor duration discrimination also characterised children with dyslexia, probably reflecting mild impairments of attention in this group.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Discussion
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Since children with dyslexia+AS performed poorly on measures of executive function as well as on phonological tasks, our findings refute the ‘phenocopy’ hypothesis (Pennington et al., 1993).”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Discussion
What the sources say
- Not checked yetcites Pennington et al., 1993
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The children classified as having ADHD symptoms (AS) based on rating scales have ADHD as intended, despite the lack of a diagnostic assessment.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“It is important to note that the lack of a diagnostic assessment of ADHD, which includes evidence of persistence and impairment, is a limitation in this study and may restrict the generalisability of the results to other ADHD samples.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Discussion
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The mean probability of responding (not inhibiting) on a stop-signal trial was .52, indicating that the tracking algorithm succeeded.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Method > Tests and procedures
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Three children with AS-only, 5 with dyslexia+AS and 3 TD-controls displayed extreme performance on the duration discrimination (either because of very good or very poor performance).”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Data treatment
plainn = 3- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These findings suggest that the children with dyslexia-only and AS-only exhibited mild symptoms of the other disorder, even though they did not meet our criteria for classification.”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Method > Participants
hedgedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper relies on this without support.
The children classified as having ADHD symptoms (AS) based on rating scales have ADHD as intended, despite the lack of a diagnostic assessment.
“The number of inattentive and hyperactive/impulsive symptoms associated with the child’s highest overall ADHD rating was used as a measure of AS”
“the lack of a diagnostic assessment of ADHD, which includes evidence of persistence and impairment, is a limitation in this study”
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?
The cited source says what the claim attributes to it.
In the citing paper
“accumulating evidence indicates that timing functions are impaired in a variety of developmental disorders including ADHD [32,33], dyslexia [34], and autism [35,36].”
From The Conceptual and Methodological Mayhem of “Screen Time” (2020) · cites this paper as [34]
Statistics that don’t add up
Each reported p-value recomputed from its test statistic and degrees of freedom.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“t (15) = 2.82, p < .01”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Time perception
Reported p < .01 · recomputed p = .013
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 upt(15) = 2.82reported p < .01 · recomputed p = .013
“t (15) = 2.82, p < .01”
- Consistentt(39) = 2.39reported p < .05 · recomputed p = .022
“t (39) = 2.39, p < .05”
- Consistentt(40) = 1.89reported p = .07 · recomputed p = .066
“t (40) = 1.89, p = .07”
- Consistentt(40) = 1.63reported p = .11 · recomputed p = .111
“t (40) = 1.63, p = .11”
- Consistentt(40) = 2.03reported p < .05 · recomputed p = .049
“t (40) = 2.03, p < .05”
- Consistentt(16) = 3.7reported p < .01 · recomputed p = .002
“t (16) = 3.70, p < .01”
- Consistentt(40) = 0.43reported p = .67 · recomputed p = .670
“t (40) = .43, p = .67”
- ConsistentF(2.86, 254.45) = 39.78reported p < .01 · recomputed p < .001
“F (2.86, 254.45) = 39.78, p < .01”
- Consistentt(40) = 1.47reported p = .15 · recomputed p = .149
“t (40) = 1.47, p = .15”
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.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“| MRT (ms) | 653.97 | 172.58 | 35 | 663.72 | 142.19 | 17 | 726.93 | 174.30 | 17 | 685.42 | 171.46 | 24 | .19 | .00 | 1.70 | .02 | .50 | .01 |”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Data treatment
Reported 336.47 · recomputed 302.66
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Method > Tests and procedures
“There were 24 items, and deletion of the specified phoneme always resulted in a word”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Data treatment
“| Phoneme deletion (18) | 13.31 | 3.80 | 42 | 10.53 | 4.09 | 17 | 11.94 | 4.13 | 17 | 9.76 | 3.59 | 25 | 9.11** | .09 | 1.69 | .02 | .13 | .00 |”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Method > Tests and procedures
“The mean probability of responding (not inhibiting) on a stop-signal trial was .52”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Data treatment
“| Probability of inhibition | .54 | .08 | 35 | .54 | .10 | 17 | .53 | .14 | 17 | .51 | .12 | 24 | .12 | .00 | .86 | .01 | .02 | .00 |”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Data treatment
“| Digit recall (54) | 29.98 | 4.42 | 40 | 26.47 | 4.23 | 17 | 39.00 | 6.59 | 17 | 27.84 | 4.14 | 25 | 5.26* | .05 | .04 | .00 | 1.33 | .01 |”
§ Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms > Results > Phonological skills
“there were significant main effects of dyslexia but not AS on all the measures of phonological skill”
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Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004) · Journal of Child Psychology and Psychiatry · doi:10.1046/j.0021-9630.2003.00305.x · Cited by 2,555 · cited 1×
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“The response variability associated with AS may reflect a difficulty in sustaining attention or cognitive activation (Sergeant, 2000).”
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Reaction time variability in ADHD: A meta-analytic review of 319 studies
Kofler, M. J., Rapport, M. D., Sarver, D. E., Raiker, J. S., Orban, S. A., Friedman, L. M., & Kolomeyer, E. G. (2013) · Clinical Psychology Review · doi:10.1016/j.cpr.2013.06.001 · Cited by 648
Noreika, V., Falter, C. M., & Rubia, K. (2013) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2012.09.036 · Cited by 339
Snowling, M. J., & Hulme, C. (2011) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2011.02495.x · Cited by 369
“However, Gooch, Snowling, and Hulme (2011) compared children with attention or reading difficulties with a co-morbid group and found that problems of time reproduction were associated exclusively with ADHD, whereas problems of phonological awareness were associated exclusively with dyslexia.”
BackgroundSelf-citationThe Conceptual and Methodological Mayhem of “Screen Time”
K. Kaye, L., Orben, A., A. Ellis, D., C. Hunter, S., & Houghton, S. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17103661 · Cited by 304
“That is, accumulating evidence indicates that timing functions are impaired in a variety of developmental disorders including ADHD [32,33], dyslexia [34], and autism [35,36].”
BackgroundUnderstanding Neurocognitive Developmental Disorders Can Improve Education for All
Butterworth, B. L., & Kovas, Y. V. (2013) · Science · doi:10.1126/science.1231022 · Cited by 244
Moll, K., Göbel, S. M., Gooch, D., Landerl, K., & Snowling, M. J. (2016) · Journal of Learning Disabilities · doi:10.1177/0022219414547221 · Cited by 208
“In a computerized time reproduction task (adapted from Gooch et al., 2011), a light was presented for either 1,000 ms or 3,000 ms, and the child’s task was then to switch on the light bulb for the same length of time by holding down the spacebar.”
BackgroundMethodSelf-citationWang, S., & Gathercole, S. E. (2013) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2012.11.015 · Cited by 142
Lonergan, A., Doyle, C., Cassidy, C., MacSweeney Mahon, S., Roche, R. A. P., Boran, L., & Bramham, J. (2019) · Journal of Cognitive Psychology · doi:10.1080/20445911.2019.1669609 · Cited by 108
“than that of dyslexia alone, but not to a significant degree (Gooch et al., 2011).”
BackgroundInfluentialWorking memory in children with specific learning disorders and/or attention deficits
Mähler, C., & Schuchardt, K. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.05.007 · Cited by 127
A behavioral neuroenergetics theory of ADHD
Killeen, P. R., Russell, V. A., & Sergeant, J. A. (2013) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2013.02.011 · Cited by 97
Language Problems and ADHD Symptoms: How Specific Are the Links?
Hawkins, E., Gathercole, S. E., Astle, D. E., The CALM Team, & Holmes, J. (2016) · Brain Sciences · doi:10.3390/brainsci6040050 · Cited by 85
“However, children with elevated symptoms of ADHD or pragmatic language difficulties tend to have intact phonological processing skills unless they have co-morbid problems with language structure [62,63], suggesting phonological deficits may be more closely associated with broader structural language problems than prag…”
BackgroundHorowitz‐Kraus, T., Toro‐Serey, C., & DiFrancesco, M. W. (2015) · PLoS ONE · doi:10.1371/journal.pone.0133762 · Cited by 93
Egeland, J. (2015) · Applied Neuropsychology Adult · doi:10.1080/23279095.2014.992069 · Cited by 85
“Of studies comparing impairment within both the auditory and visual domains, Gooch, Snowling, and Hulme (2011) found that digit recall was impaired in dyslexia but not in ADHD, while visual span was impaired only in ADHD.”
BackgroundHorowitz‐Kraus, T., DiFrancesco, M. W., Kay, B. P., Wang, Y., & Holland, S. K. (2015) · NeuroImage Clinical · doi:10.1016/j.nicl.2015.06.010 · Cited by 89
“We examined the effect of the training on the functional connectivity between independent components related to visual processing, executive functions, attention, memory, and language during rest after the training.”
BackgroundAllman, M. J., Pelphrey, K. A., & Meck, W. H. (2012) · Frontiers in Integrative Neuroscience · doi:10.3389/fnint.2012.00007 · Cited by 83
“There is a variety of evidence to suggest individuals with ADHD also experience pathophysiological differences in temporal processing (see Barkley et al., 1997; Gooch et al., 2011; Allman and Meck, 2012).”
BackgroundJordan, J., McGladdery, G., & Dyer, K. F. W. (2014) · Dyslexia · doi:10.1002/dys.1478 · Cited by 82
Executive Functioning in Children With Developmental Dyslexia
Moura, O., Simões, M. R., & Pereira, M. A. M. (2014) · The Clinical Neuropsychologist · doi:10.1080/13854046.2014.964326 · Cited by 94
More Is Less: Pitch Discrimination and Language Delays in Children with Optimal Outcomes from Autism
Eigsti, I., & FEIN, D. A. (2013) · Autism Research · doi:10.1002/aur.1324 · Cited by 67
Horowitz‐Kraus, T., & Holland, S. K. (2015) · Annals of Dyslexia · doi:10.1007/s11881-015-0096-9 · Cited by 73
Moura, O., Pereira, M., Alfaiate, C., Fernandes, E., Fernandes, B., Nogueira, S., Moreno, J., & Simões, M. R. (2017) · Journal of Clinical and Experimental Neuropsychology · doi:10.1080/13803395.2016.1225007 · Cited by 59
“…(more impaired in DD, De Groot, Van den Bos, Van der Meulen, & Minnaert, 2015) and the visuospatial short-term memory (more impaired in ADHD, Gooch et al., 2011); (c) the comorbid group would have deficits consistent with both DD-only and ADHD-only without additional impairments (Shanahan…”
BackgroundResultInfluentialTime Perception Deficits in Children and Adolescents with ADHD: A Meta-analysis
Zheng, Q., Wang, X., Chiu, K. Y., & Shum, K. K. (2020) · Journal of Attention Disorders · doi:10.1177/1087054720978557 · Cited by 63
Schiff, R., & Saiegh-Haddad, E. (2017) · Reading and Writing · doi:10.1007/s11145-016-9713-1 · Cited by 57
Executive functions in children with dyslexia
Barbosa, T., Rodrigues, C. C., de Mello, C. B., Silva, M. C. D. S. E., & Bueno, O. F. A. (2019) · Arquivos de Neuro-Psiquiatria · doi:10.1590/0004-282x20190033 · Cited by 40
Helland, T., & Morken, F. (2015) · Dyslexia · doi:10.1002/dys.1515 · Cited by 50
Doyle, C., Smeaton, A. F., Roche, R. A. P., & Boran, L. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00795 · Cited by 42
“Some studies include only participants with a clinical diagnosis of dyslexia given by a clinical/educational psychologist and based on DSM criteria (de Jong et al., 2009; Gooch et al., 2011; Varvara et al., 2014; Moura et al., 2015, 2016), while others use researcher-administered standardised tools to classify dyslexi…”
BackgroundReaction Time Variability in Children With ADHD Symptoms and/or Dyslexia
Gooch, D., Snowling, M. J., & Hulme, C. (2012) · Developmental Neuropsychology · doi:10.1080/87565641.2011.650809 · Cited by 41
“…the more variable responses on the Stop Signal task that have been found to be characteristic of children RT VARIABILITY IN ADHD AND DYSLEXIA 457 with symptoms of ADHD (Gooch et al., 2011; see also Alderson et al., 2007; Kunsti et al., 2001; Lijffijt et al., 2005; Oosterlaan et al., 1998).”
BackgroundMethodInfluentialSelf-citationFarah, R., Ionta, S., & Horowitz‐Kraus, T. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.708863 · Cited by 41
Inferior Auditory Time Perception in Children With Motor Difficulties
Chang, A., Li, Y., Chan, J. F., Dotov, D. G., Cairney, J., & Trainor, L. J. (2021) · Child Development · doi:10.1111/cdev.13537 · Cited by 35
Psychological Well‐being Trajectories of Individuals with Dyslexia Aged 3–11 Years
Jordan, J., & Dyer, K. F. W. (2017) · Dyslexia · doi:10.1002/dys.1555 · Cited by 35
Disorders of Language and Literacy in the Prison Population: A Scoping Review
Morken, F., Jones, L. Ø., & Helland, W. A. (2021) · Education Sciences · doi:10.3390/educsci11020077 · Cited by 65
“In this perspective, information about associated disorders, such as, for example ADHD, is also essential.”
BackgroundInfluentialMusic perception ability of children with executive function deficits
Lesiuk, T. L. (2014) · Psychology of Music · doi:10.1177/0305735614522681 · Cited by 46
Russell, G., Ryder, D., Norwich, B., & Ford, T. J. (2015) · Dyslexia · doi:10.1002/dys.1496 · Cited by 33
Heasman, B., & Gillespie, A. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01349 · Cited by 31
Machado-Nascimento, N., Kümmer, A., & Lemos, S. M. A. (2016) · CoDAS · doi:10.1590/2317-1782/20162015270 · Cited by 29
“Dentre os estudos que fazem parte deste eixo temático, oito deles abordaram as dificuldades de leitura(15,17,18,20,25,28-30); dois abordaram as dificuldades de matemática e de leitura(14,21); três tiveram como foco principal a relação entre estruturas cerebrais e as alterações de linguagem(16,19,27); um abordou o dese…”
BackgroundBrain activity in struggling readers before intervention relates to future reading gains
Nugiel, T., Roe, M. A., Taylor, W. P., Cirino, P. T., Vaughn, S. R., Fletcher, J. M., Juranek, J. J., & Church, J. A. (2018) · Cortex · doi:10.1016/j.cortex.2018.11.009 · Cited by 27
Time knowledge acquisition in children aged 6 to 11 years and its relationship with numerical skills
Labrell, F., Mikaeloff, Y., Perdry, H., et al. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.10.005 · Cited by 29
Spontaneous and stimulus-driven rhythmic behaviors in ADHD adults and controls
Amrani, A. K., & Golumbic, E. Z. (2020) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2020.107544 · Cited by 31
Double-Deficit Hypothesis in a Clinical Sample
Heikkilä, R., Torppa, M., Aro, M. T., Närhi, V. M., & Ahonen, T. P. S. (2015) · Journal of Learning Disabilities · doi:10.1177/0022219415572895 · Cited by 26
Levinson, O., Hershey, A., Farah, R., & Horowitz‐Kraus, T. (2018) · Brain Connectivity · doi:10.1089/brain.2018.0595 · Cited by 25
“Although the main deficit in individuals with RDs is within the reading domain, studies conducted during the past decade have identified deficits in executive functions (EFs) in this group of readers, both behaviorally (Altemeier et al., 2008; Brosnan et al., 2002; Gooch et al., 2011) and with evidence of alterations…”
BackgroundFactorial validity of the Behavior Rating Inventory of Executive Function (BRIEF)-Teacher form
Peters, C. D., Algina, J. J., Smith, S. W., & Daunic, A. P. (2011) · Child Neuropsychology · doi:10.1080/09297049.2011.594427 · Cited by 27
Zhao, J., Yang, Y., Song, Y., & Bi, H. (2015) · Dyslexia · doi:10.1002/dys.1516 · Cited by 26
Andrés, M. I. F., Tejero, P., & Vélez‐Calvo, X. (2019) · Journal of Attention Disorders · doi:10.1177/1087054719864637 · Cited by 31
Zheng, Q., Cheng, Y. Y., Sonuga-Barke, E. J. S., & Shum, K. K. (2022) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-022-00937-x · Cited by 29
“This computer task examined children’s ability to discriminate among different durations of time (Gooch et al., 2011).”
BackgroundMethodRapid Naming in Brazilian Students with Dyslexia and Attention Deficit Hyperactivity Disorder
Alves, L. M., Siqueira, C. M., Ferreira, M. D. C. M., Alves, J. F. M., Lodi, D. F., Bicalho, L. G. R., & Celeste, L. C. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00021 · Cited by 25
“…of others studies, which concluded that schoolchildren with ADHD and those with dyslexia have poorer performance in the RAN test when compared with their peers without learning disabilities (Purvis and Tannock, 2000; Raberger and Wimmer, 2003; Germano and Capellini, 2008; Gooch et al., 2011).”
BackgroundResultAutomatic Processing of Duration in Children with Attention-Deficit/Hyperactivity Disorder
Gomes, H., Duff, M., Flores, A., & Halperin, J. M. (2013) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617713000258 · Cited by 21
Moradi, N., Rajabi, S., & Nejad, A. M. (2022) · Applied Neuropsychology Child · doi:10.1080/21622965.2022.2112679 · Cited by 25
“In this regard, researchers have stated that executive performance and time perception have a negative impact on people with ADHD (Gooch et al., 2011).”
BackgroundSchiff, R., Katzir, T., & Shoshan, N. (2012) · Annals of Dyslexia · doi:10.1007/s11881-012-0078-0 · Cited by 22
Hazin, I., Leite, G. D. L., Oliveira, R. M., de Alencar, J. C. N., Charchat‐Fichman, H., Marques, P. D. N., & de Mello, C. B. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00684 · Cited by 24
Rastikerdar, N., Nejati, V., Sammaknejad, N., & Fathabadi, J. (2023) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2023.104514 · Cited by 23
Time Estimation Deficits in Childhood Mathematics Difficulties
Hurks, P. P. M., & van Loosbroek, E. (2012) · Journal of Learning Disabilities · doi:10.1177/0022219412468161 · Cited by 24
Use of recommendation models to provide support to dyslexic students
Morciano, G., Alcalde-Llergo, J. M., Zingoni, A., Yeguas-Bolívar, E., Taborri, J., & Calabrò, G. (2024) · Expert Systems with Applications · doi:10.1016/j.eswa.2024.123738 · Cited by 20
“In addition, dyslexia has a comorbidity with other neurodevelopmental disorders such as attention deficit hyperactivity disorder (ADHD) (German`o et al., 2010), executive functioning disorder (Gooch et al., 2011) or obsessive compulsive disorder (Pauc, 2005).”
BackgroundDyslexia: What Reading Teachers Need to Know
Johnston, V. (2019) · The Reading Teacher · doi:10.1002/trtr.1830 · Cited by 23
Vonthron, F., Yuen, A., Pellerin, H., Cohen, D., & Grossard, C. (2023) · JMIR Serious Games · doi:10.2196/42733 · Cited by 25
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O’Neill, S. C., Thornton, V., Marks, D. J., Rajendran, K., & Halperin, J. M. (2015) · Neuropsychology · doi:10.1037/neu0000247 · Cited by 23
Biscaldi, M., Bednorz, N., Weissbrodt, K., Saville, C. W. N., Feige, B., Bender, S., & Klein, C. (2016) · Biological Psychology · doi:10.1016/j.biopsycho.2016.04.064 · Cited by 18
Gabay, Y., Najjar, I.-J., & Reinisch, E. (2019) · Journal of Speech Language and Hearing Research · doi:10.1044/2019_jslhr-s-18-0264 · Cited by 16
Vieira, S., Quercia, P., Bonnetblanc, F., & Michel, C. (2013) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2013.08.031 · Cited by 16
Using Time-Processing Skills to Predict Reading Abilities in Elementary School Children
Plourde, M., Gamache, P., Laflamme, V., & Grondin, S. (2017) · Timing & Time Perception · doi:10.1163/22134468-00002079 · Cited by 15
Ribolsi, M., Lorenzo, G. D., Lisi, G., Niolu, C., & Siracusano, A. (2014) · Cognitive Processing · doi:10.1007/s10339-014-0640-2 · Cited by 15
“Moreover, there is evidence for visuospatial attention deficits in these children (Gooch et al. 2011).”
BackgroundFirst things first: Family activities and routines, time management and attention
Malatras, J. W., Israel, A. C., Sokolowski, K. L., & Ryan, J. (2016) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2016.09.006 · Cited by 15
Cognitive and Behavioural Weaknesses in Children with Reading Disorder and AD(H)D
Turker, S., Seither‐Preisler, A., Reiterer, S., & Schneider, P. T. (2019) · Scientific Reports · doi:10.1038/s41598-019-51372-w · Cited by 17
Prevalence and Cognitive Profiles of Children With Comorbid Literacy and Motor Disorders
Downing, C., & Caravolas, M. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.573580 · Cited by 16
Interference control in children with reading difficulties
Wang, S., & Gathercole, S. E. (2014) · Child Neuropsychology · doi:10.1080/09297049.2014.918594 · Cited by 15
Poole, D., Gowen, E., Poliakoff, E., & Jones, L. A. (2021) · Autism · doi:10.1177/13623613211010014 · Cited by 16
“…research interest into whether the development of effective timing processes and temporal cognition are disrupted in neurodevelopmental conditions, including attention-deficit/hyperactivity disorder (ADHD; Noreika et al., 2013), dyslexia (Casini et al., 2018; Gooch et al., 2011) and autism.”
BackgroundAlves, D. C., Casella, E. B., & Ferraro, A. A. (2016) · CoDAS · doi:10.1590/2317-1782/20162015068 · Cited by 14
Robot Programming to Empower Higher Cognitive Functions in Early Childhood
Lieto, M. C. D., Pecini, C., Castro, E., Inguaggiato, E., Cecchi, F., Dario, P., Sgandurra, G., & Cioni, G. (2019) · Springer eBooks · doi:10.1007/978-3-030-19913-5_9 · Cited by 15
Auditory time thresholds in the range of milliseconds but not seconds are impaired in ADHD
Anobile, G., Bartoli, M., Pfanner, C., Masi, G., Cioni, G., & Tinelli, F. (2022) · Scientific Reports · doi:10.1038/s41598-022-05425-2 · Cited by 14
Rhythm training improves word-reading in children with dyslexia
Descamps, M., Grossard, C., Pellerin, H., Lechevalier, C., Xavier, J., Matos, J., Vonthron, F., Grosmaître, C., Habib, M., Falissard, B., et al. (2025) · Scientific Reports · doi:10.1038/s41598-025-02485-y · Cited by 15
Slaby, R. J., Arrington, C. N., Malins, J. G., Sevcik, R. A., Pugh, K. R., & Morris, R. D. (2023) · Journal of Neurodevelopmental Disorders · doi:10.1186/s11689-023-09495-9 · Cited by 11
“The combination of DD and ADHD disorders therefore may impact a child’s reading development above that of either DD or ADHD when diagnosed exclusively [9, 24–26].”
BackgroundExekutive Funktionen bei Kindern mit Lernstörungen
Schuchardt, K., & Mähler, C. (2016) · Praxis der Kinderpsychologie und Kinderpsychiatrie · doi:10.13109/prkk.2016.65.6.389 · Cited by 11
Language Delay in 3-Year-Old Children With ADHD Symptoms
Rohrer-Baumgartner, N., Zeiner, P., Eadie, P. A., Egeland, J., Gustavson, K., Reichborn‐Kjennerud, T., & Aase, H. (2013) · Journal of Attention Disorders · doi:10.1177/1087054713497253 · Cited by 10
Mette, C., Grabemann, M., Zimmermann, M., Strunz, L., Scherbaum, N., Wiltfang, J., & Kis, B. (2015) · PLoS ONE · doi:10.1371/journal.pone.0133714 · Cited by 10
“Attention deficit hyperactivity disorder (ADHD) is associated with altered time perception performance in children [1–9] and adults [10–15].”
BackgroundComorbidity of Reading Disorders
Moll, K. (2022) · Wiley eBooks · doi:10.1002/9781119705116.ch20 · Cited by 11
Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD: A Key Role for Morphology
Li, M., Georgiou, G. K., Kirby, J. R., Frijters, J. C., Zhao, W., & Wang, T. (2022) · Journal of Learning Disabilities · doi:10.1177/00222194221131569 · Cited by 10
“It is important to see that the children with ADHD alone performed worse than the typically-developing children on every reading and reading-related measure: These differences may be due to executive functions (Gooch et al., 2011) and merit further investigation.”
BackgroundResultInfluentialCatronas, D., Sousa, J., Batista, A. R., Torres, N. L., Mesquita, A., Folia, V., & Silva, S. (2023) · Scientific Reports · doi:10.1038/s41598-023-40081-0 · Cited by 9
“Gooch and colleagues 52 defend that the problems in duration discrimination reflects symptoms of inattention among the children with dyslexia-only.”
BackgroundAre “cool” executive function impairments more salient in ADHD symptoms than in reading disability?
Koltermann, G., Becker, N., Lopes-Silva, J. B., Gomides, M. R. D. A., Paiva, G. M., Haase, V. G., & de Salles, J. F. (2020) · Dementia & Neuropsychologia · doi:10.1590/1980-57642020dn14-010008 · Cited by 9
Schelke, M. W., SHAPIRO, S., Hackett, K., Chen, J., Simchon-Steinhof, S., Ganzer, C. A., Isaacson, R., Tamboer, P., van Vliet, E., Assuras, S., et al. (2016) · Neurology Psychiatry and Brain Research · doi:10.1016/j.npbr.2016.11.006 · Cited by 11
Horowitz‐Kraus, T., DiCesare, C. A., & Kiefer, A. W. (2018) · Mind Brain and Education · doi:10.1111/mbe.12168 · Cited by 9
Texting Behavior and Language Skills in Children and Adults
Waldron, S., Kemp, N., Plester, B., et al. (2015) · doi:10.1002/9781118771952.ch13 · Cited by 9
Assessment of learning difficulties in the category of children with dyslexia
Raharjo, T., & Wimbarti, S. (2020) · Jurnal Konseling dan Pendidikan · doi:10.29210/141600 · Cited by 8
Wang, L., & Chung, K. K. H. (2021) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12269 · Cited by 8
“Previous studies have shown that time management can contribute to time processing ability (Janeslätt et al., 2009), and individuals with SLD have been found to have a deficit in time processing (e.g., Gooch et al., 2011).”
BackgroundResultTime Estimation in Developmental Dyslexia: An Experimental Investigation
Khan, A., Abdal-hay, A., Qazi, T., et al. (2014) · Open Journal of Medical Psychology · doi:10.4236/ojmp.2014.35039 · Cited by 8
“The existing literature is of the view that dyslexics have mild dysfunction in cerebellum which causes time estimation and language problems among dyslexics [11] [12].”
BackgroundMarx, I., Rubia, K., Reis, O., & Noreika, V. (2020) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-020-01474-y · Cited by 8
“In recent years, accumulating evidence has shown that timing functions are impaired in a variety of developmental disorders such as attention-deficit/hyperactivity disorder (ADHD) [1, 2], dyslexia [3], and autism [4, 5].”
BackgroundHorowitz‐Kraus, T. (2013) · Journal of Attention Disorders · doi:10.1177/1087054713488440 · Cited by 8
The Relationship Between the Development of Time Perception and Delay of Gratification
Sargent, A. (2014) · CU Scholar (University of Colorado Boulder) · Cited by 7
Russell, G., Norwich, B., & Gwernan‐Jones, R. (2012) · Early Child Development and Care · doi:10.1080/03004430.2011.641541 · Cited by 7
Separating the Different Domains of Reading Intervention Programs
Horowitz‐Kraus, T., & Finucane, S. (2016) · SAGE Open · doi:10.1177/2158244016639112 · Cited by 14
ADHD and Time Perception: Findings and Treatments
Weissenberger, S., Klicperová‐Baker, M., Vňuková, M., Raboch, J., & Ptáček, R. (2019) · Activitas Nervosa Superior · doi:10.1007/s41470-019-00027-2 · Cited by 9
Marcuzzi, C., & Naranjo, F. J. R. (2017) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2017.02.212 · Cited by 9
“Empirical researches so far with dyslexic students converge to underline impairments in cognitive inhibition skills (Brosnan et al., 2002; Gooch et al., 2011; Kapoula et al., 2010; Lima et al., 2013; Varvara et al., 2014; Wang & Yang, 2015).”
BackgroundAuditory time perception impairment in children with developmental dyscalculia
Castaldi, E., Tinelli, F., Gasperini, F., Bartoli, M., & Anobile, G. (2024) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2024.104733 · Cited by 7
Executive Functioning and Figurative Language Comprehension in Learning Disabilities
Bishara, S., & Kaplan, S. (2016) · World Journal of Education · doi:10.5430/wje.v6n2p20 · Cited by 6
Reading Skills and Background Noise in Autistic and Non-autistic Children: a Pilot Study
McClain, M. B., Yoho, S. E., Drill, R. B., Haverkamp, C. R., Schwartz, S., Barker, B. A., Longhurst, D. N., & Upton, S. R. (2023) · Contemporary School Psychology · doi:10.1007/s40688-023-00450-y · Cited by 6
“…necessary for listening in noise (Elliott et al., 2016) in comparison to what is known about the challenges many of these children face with executive function, attentional allocation, working memory, and other neurocognitive functions (Gooch et al., 2011; Kim et al., 2014; Pellicano, 2012).”
Modality-Specific Working Memory Systems Verified by Clinical Working Memory Tests
Park, E., & Jon, D. (2018) · Clinical Psychopharmacology and Neuroscience · doi:10.9758/cpn.2018.16.4.489 · Cited by 5
Zheng, Q., & Shum, K. K. (2024) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-023-06213-1 · Cited by 4
Hancock, N., Redmond, S. M., Fox, A. B., Ash, A. C., & Hogan, T. P. (2025) · American Journal of Speech-Language Pathology · doi:10.1044/2025_ajslp-24-00052 · Cited by 5
Pinheiro, F. H., Germano, G. D., & Capellini, S. A. (2011) · Revista Tecer · doi:10.15601/1983-7631/rt.v4n6p1-13 · Cited by 4
Perfil Neuropsicológico no Neupsilin-Inf de Crianças com Dificuldades de Leitura
Zamo, R. D. S., & de Salles, J. F. (2013) · Dialnet (Universidad de la Rioja) · Cited by 4
Mousinho, R., & Navas, A. L. (2016) · Debates em Psiquiatria · doi:10.25118/2763-9037.2016.v6.133 · Cited by 4
Cardoso-Pereira, N., Costa, M. A., & Guerreiro, M. (2024) · Journal of Eye Movement Research · doi:10.16910/jemr.16.4.6 · Cited by 4
“Although various studies did not find phonological processing deficits in children with ADHD (Gooch et al., 2011; Willcutt et al., 2001), others have demonstrated that phonological awareness and RAN deficits are not limited to developmental dyslexia and are also observed in children with ADHD (de…”
Background
Metadata
- Authors
- Gooch, D., Snowling, M., & Hulme, C.
- Affiliations
- University of York (GB)
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2010-09-23
- Volume
- 52
- Issue
- 2
- Pages
- 195-203
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- PMC
- PMC3412207
- OpenAlex
- W2114204835
- Cited by
- 157
- References
- 42
- Citations by year
- 2026: 5 · 2025: 5 · 2024: 7 · 2023: 11 · 2022: 10 · 2021: 9 · 2020: 9 · 2019: 15 · 2018: 8 · 2017: 8 · 2016: 17 · 2015: 16 · 2014: 10 · 2013: 13 · 2012: 10
- FWCI
- 5.89
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Child Psychology and Psychiatry (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Surrey Research Insight Open Access (The University of Surrey) (submittedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- UCL Discovery (University College London) (submittedVersion)
- Funders
- Wellcome Trust (082036)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- time perception, duration discrimination, time reproduction, phonological skills, executive function, dyslexia, attention deficit hyperactivity disorder, comorbidities, inattention, children
- MeSH terms
- Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Dyslexia, Female, Humans, Male, Neuropsychological Tests, Phonetics, Reading, Time Perception, Verbal Learning, Comorbidity, Case-Control Studies, Executive Function
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