Evidence for unexpected weaknesses in learning in children with attention-deficit/hyperactivity disorder without reading disabilities

Cutting, Laurie E.; Koth, Christine W.; Mahone, E. Mark; Denckla, Martha B.

doi:10.1177/002221940303600305

Cited by 67Attention Deficit Hyperactivity DisorderDevelopmental and Educational NeuropsychologyReading and Literacy Development

Evidence for unexpected weaknesses in learning in children with attention-deficit/hyperactivity disorder without reading disabilities

Cutting, Laurie E., Koth, Christine W., Mahone, E. Mark, Denckla, Martha B.·2003·Journal of Learning Disabilities

DOI 10.1177/002221940303600305

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Abstract

This study examined the mechanisms underlying verbal learning in children with and without attention-deficit/hyperactivity disorder (ADHD), none of whom had reading disabilities. Children with ADHD were compared to typically developing children on both process and product scores from the California Verbal Learning Test for Children. The findings indicated that children with ADHD initially learned the same number of words as controls but showed weaknesses recalling the words after delays, suggesting that children with ADHD are less efficient learners. Regardless of ADHD status, boys and girls performed differently. Boys used semantic clustering less frequently and recalled fewer words from the middle region of the list than girls; girls also outperformed boys in terms of overall performance, despite lower verbal IQ scores. These findings show that children with ADHD can exhibit unexpected weaknesses in learning even without a formal learning disability. Gender differences in verbal learning are also illustrated.

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Authors: Cutting, L. E., Koth, C. W., Mahone, E. M., & Denckla, M. B.
Affiliations: Kennedy Krieger Institute (US)
Johns Hopkins University (US)
ORCID: Cutting, Laurie E.
Mahone, E. Mark
Denckla, Martha B.
Venue: Journal of Learning Disabilities
Publisher: SAGE Publications
Published: 2003-05
Volume: 36
Issue: 3
Pages: 259-269
ISSN: 0022-2194 (ISSN-L)
1538-4780
DOI: 10.1177/002221940303600305
OpenAlex: W2090047535
Cited by: 67
References: 45
Citations by year: 2026: 1 · 2025: 1 · 2024: 2 · 2023: 4 · 2022: 4 · 2021: 2 · 2020: 2 · 2019: 2 · 2018: 2 · 2017: 1 · 2016: 5 · 2015: 3 · 2014: 3 · 2013: 6 · 2012: 5
FWCI: 1.43
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Journal of Learning Disabilities (publishedVersion)
PubMed (publishedVersion)
Funders: Centers for Disease Control and Prevention (ND 07414)
National Institute of Neurological Disorders and Stroke (P50 NS 35359, P50NS035359)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD24061, P30HD024061)
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, verbal learning, verbal memory, semantic clustering, gender differences, children, reading disorders, verbal IQ
MeSH terms: Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Educational Status, Female, Humans, Intelligence, Learning Disabilities, Male, Memory, Short-Term, Retention, Psychology, Verbal Learning, Comorbidity

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Evidence for unexpected weaknesses in learning in children with attention-deficit/hyperactivity disorder without reading disabilities

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