Association between Difficulty of Kana Reading and Cognitive Characteristics in Children with ADHD

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  • ADHD児におけるひらがな読みの困難と認知特性との関連
  • ADHD児におけるひらがな読みの困難と認知特性との関連 : 知能のPASS理論による検討
  • ADHDジ ニ オケル ヒラガナ ヨミ ノ コンナン ト ニンチ トクセイ ト ノ カンレン : チノウ ノ PASS リロン ニ ヨル ケントウ
  • Examination Based on the PASS Theory of Intelligence
  • —知能のPASS 理論による検討—

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Abstract

<p>This study examined the relationship between reading speed, accuracy and the cognitive processes defined by PASS theory of 21 children (8-12 age) with ADHD. Standard scores of DN CAS were compared on the basis of the speed and accuracy of Kana reading . The result indicated that standard score of Attention was significantly lower than standard scores of Planning and Simultaneous processing in children with ADHD. Standard score of Simultaneous processing in the group of extra reading time was significantly lower than that in the group of standard reading time. Standard score of Attention in the group of extra reading time was marginally significantly lower than that in the group of standard reading time. In addition, Standard score of Planning in the group of extra reading error was marginally significantly lower than that in the group of standard reading error. Furthermore, standard score of Simultaneous processing in the group of extra reading time and error was significantly lower than that in the group of standard reading time and error. The overall results suggested the possibility of valuable assessment for not only individual cognitive processing characteristics, but also the state of ADHD children with reading difficulty based on PASS theory of intelligence.</p>

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