Literature DB >> 21126246

A multiple deficit model of reading disability and attention-deficit/hyperactivity disorder: searching for shared cognitive deficits.

Lauren M McGrath1, Bruce F Pennington, Michelle A Shanahan, Laura E Santerre-Lemmon, Holly D Barnard, Erik G Willcutt, John C Defries, Richard K Olson.   

Abstract

BACKGROUND: This study tests a multiple cognitive deficit model of reading disability (RD), attention-deficit/hyperactivity disorder (ADHD), and their comorbidity.
METHODS: A structural equation model (SEM) of multiple cognitive risk factors and symptom outcome variables was constructed. The model included phonological awareness as a unique predictor of RD and response inhibition as a unique predictor of ADHD. Processing speed, naming speed, and verbal working memory were modeled as potential shared cognitive deficits.
RESULTS: Model fit indices from the SEM indicated satisfactory fit. Closer inspection of the path weights revealed that processing speed was the only cognitive variable with significant unique relationships to RD and ADHD dimensions, particularly inattention. Moreover, the significant correlation between reading and inattention was reduced to non-significance when processing speed was included in the model, suggesting that processing speed primarily accounted for the phenotypic correlation (or comorbidity) between reading and inattention.
CONCLUSIONS: This study illustrates the power of a multiple deficit approach to complex developmental disorders and psychopathologies, particularly for exploring comorbidities. The theoretical role of processing speed in the developmental pathways of RD and ADHD and directions for future research are discussed.
© 2010 The Authors. Journal of Child Psychology and Psychiatry © 2010 Association for Child and Adolescent Mental Health.

Entities:  

Mesh:

Year:  2010        PMID: 21126246      PMCID: PMC3079018          DOI: 10.1111/j.1469-7610.2010.02346.x

Source DB:  PubMed          Journal:  J Child Psychol Psychiatry        ISSN: 0021-9630            Impact factor:   8.982


  26 in total

1.  Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: evidence from Czech and English children.

Authors:  Markéta Caravolas; Jan Volín; Charles Hulme
Journal:  J Exp Child Psychol       Date:  2005-07-20

2.  Speed of processing and reading disability: a cross-linguistic investigation of dyslexia and borderline intellectual functioning.

Authors:  Paola Bonifacci; Margaret J Snowling
Journal:  Cognition       Date:  2008-02-12

3.  Naming problems do not reflect a second independent core deficit in dyslexia: double deficits explored.

Authors:  Anniek Vaessen; Patty Gerretsen; Leo Blomert
Journal:  J Exp Child Psychol       Date:  2009-03-10

Review 4.  Validity of the executive function theory of attention-deficit/hyperactivity disorder: a meta-analytic review.

Authors:  Erik G Willcutt; Alysa E Doyle; Joel T Nigg; Stephen V Faraone; Bruce F Pennington
Journal:  Biol Psychiatry       Date:  2005-06-01       Impact factor: 13.382

5.  Neuropsychological analyses of comorbidity between reading disability and attention deficit hyperactivity disorder: in search of the common deficit.

Authors:  Erik G Willcutt; Bruce F Pennington; Richard K Olson; Nomita Chhabildas; Jacqueline Hulslander
Journal:  Dev Neuropsychol       Date:  2005       Impact factor: 2.253

6.  Processing speed deficits in attention deficit/hyperactivity disorder and reading disability.

Authors:  Michelle A Shanahan; Bruce F Pennington; Benjamin E Yerys; Ashley Scott; Richard Boada; Erik G Willcutt; Richard K Olson; John C DeFries
Journal:  J Abnorm Child Psychol       Date:  2006-10

Review 7.  Modeling attention-deficit/hyperactivity disorder: a critical appraisal of the cognitive-energetic model.

Authors:  Joseph A Sergeant
Journal:  Biol Psychiatry       Date:  2004-11-23       Impact factor: 13.382

8.  Etiology and neuropsychology of comorbidity between RD and ADHD: the case for multiple-deficit models.

Authors:  Erik G Willcutt; Rebecca S Betjemann; Lauren M McGrath; Nomita A Chhabildas; Richard K Olson; John C DeFries; Bruce F Pennington
Journal:  Cortex       Date:  2010-07-01       Impact factor: 4.027

Review 9.  From single to multiple deficit models of developmental disorders.

Authors:  Bruce F Pennington
Journal:  Cognition       Date:  2006-07-17

10.  Understanding comorbidity: a twin study of reading disability and attention-deficit/hyperactivity disorder.

Authors:  Erik G Willcutt; Bruce F Pennington; Richard K Olson; John C DeFries
Journal:  Am J Med Genet B Neuropsychiatr Genet       Date:  2007-09-05       Impact factor: 3.568

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  91 in total

1.  Differential activation of the visual word form area during auditory phoneme perception in youth with dyslexia.

Authors:  Lisa L Conant; Einat Liebenthal; Anjali Desai; Mark S Seidenberg; Jeffrey R Binder
Journal:  Neuropsychologia       Date:  2020-06-26       Impact factor: 3.139

2.  Early identification and interventions for dyslexia: a contemporary view.

Authors:  Margaret J Snowling
Journal:  J Res Spec Educ Needs       Date:  2013-01-01

3.  The internal and external validity of sluggish cognitive tempo and its relation with DSM-IV ADHD.

Authors:  Erik G Willcutt; Nomita Chhabildas; Mikaela Kinnear; John C DeFries; Richard K Olson; Daniel R Leopold; Janice M Keenan; Bruce F Pennington
Journal:  J Abnorm Child Psychol       Date:  2014-01

4.  Gene by environment interactions influencing reading disability and the inattentive symptom dimension of attention deficit/hyperactivity disorder.

Authors:  Jenni Rosenberg; Bruce F Pennington; Erik G Willcutt; Richard K Olson
Journal:  J Child Psychol Psychiatry       Date:  2011-09-02       Impact factor: 8.982

5.  Patterns of neuropsychological changes after general anaesthesia in young children: secondary analysis of the Mayo Anesthesia Safety in Kids study.

Authors:  Michael J Zaccariello; Ryan D Frank; Minji Lee; Alexandra C Kirsch; Darrell R Schroeder; Andrew C Hanson; Phillip J Schulte; Robert T Wilder; Juraj Sprung; Slavica K Katusic; Randall P Flick; David O Warner
Journal:  Br J Anaesth       Date:  2019-05       Impact factor: 9.166

6.  Using ADHD Medications to Treat Coexisting ADHD and Reading Disorders: A Systematic Review.

Authors:  Tanya E Froehlich; Jason Fogler; William J Barbaresi; Nada A Elsayed; Steven W Evans; Eugenia Chan
Journal:  Clin Pharmacol Ther       Date:  2018-08-30       Impact factor: 6.875

7.  Reaction time variability associated with reading skills in poor readers with ADHD.

Authors:  Leanne Tamm; Jeffery N Epstein; Carolyn A Denton; Aaron J Vaughn; James Peugh; Erik G Willcutt
Journal:  J Int Neuropsychol Soc       Date:  2014-02-17       Impact factor: 2.892

8.  Novel reading index for identifying disordered reading skill development: A preliminary study.

Authors:  Brianne Mohl; Noa Ofen; Lara L Jones; Joseph E Casey; Jeffrey A Stanley
Journal:  Appl Neuropsychol Child       Date:  2017-06-01       Impact factor: 1.493

9.  Subtyping Children With Speech Sound Disorders by Endophenotypes.

Authors:  Barbara A Lewis; Allison A Avrich; Lisa A Freebairn; H Gerry Taylor; Sudha K Iyengar; Catherine M Stein
Journal:  Top Lang Disord       Date:  2011

10.  Comorbidity between reading disability and math disability: concurrent psychopathology, functional impairment, and neuropsychological functioning.

Authors:  Erik G Willcutt; Stephen A Petrill; Sarah Wu; Richard Boada; John C Defries; Richard K Olson; Bruce F Pennington
Journal:  J Learn Disabil       Date:  2013-02-28
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