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Sex and Group Differences in Reading and Attention Disordered Children with and without Hyperkinesis

Peggy T. Ackerman is research associate in the Department of Psychiatry and Behavioral Sciences at the University of Arkansas for Medical Sciences. Peggy Ackerman received her MA degree in psychology from George Peabody College in Nashville. Michael Oglesbv received his BS degree in engineering from Arkansas Polytechnic University.

Roscoe A. Dykman, PhD

Roscoe A. Dykman is professor and head of the Division of Behavioral Sciences in the Department of Psychiatry and Behavioral Sciences at the University of Arkansas for Medical Sciences. He received his PhD degree in psychology and physiology from the University of Chicago. Address: Dr. R.A. Dykman. Slot 588, University of Arkansas for Medical Sciences, 4301 West Markham, Little Rock, AR 72205.

D. Michael Oglesby, BS

D. Michael Oglesby is research associate in the Department of Psychiatry and Behavioral Sciences at the University of Arkansas for Medical Sciences.

Four groups of girls—hyperactive, reading disabled, hyperactive and reading disabled, or solely attention disordered—were contrasted with male counterparts on measures of intelligence, achievement, personality, and cognitive style. Across groups, significant sex differences were found for WISC-R measures, WRAT arithmetic, parent-rated aggressivity, Children's Personality Questionnaire (CPQ) profiles. Children's Embedded Figures Test (CEFT) scores, and self-rated augmentation. For the girls, reading-spelling achievement was robustly associated with WISC-R Verbal scores, while for the boys Sequential Memory scores provided the stronger link. For the girls but not boys cognitive style measures formed a fairly cohesive cluster, as did measures of augmentation, impulsivity, and hyperactivity. The boys' but not girls' color-naming speeds and CEFT scores were strongly correlated with age. Within and across sexes, the groups could be discriminated by their WISC-R profiles, arithmetic scores, and ratings of aggressivity. Solely hyperactive subjects were unexpectedly the most sensitive to omissions of details (Leveling-Sharpening task), but groups did not differ on other cognitive style measures.

Journal of Learning Disabilities, Vol. 16, No. 7, 407-415 (1983)
DOI: 10.1177/002221948301600708


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