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Separating Genuine Cases of Reading Disability From Reading Deficits Caused by Predominantly Inattentive ADHD Behavior

Department of Educational and School Psychology at Indiana State University, epaaron{at}befac.indstate.edu

R.M. Joshi

Texas A & M University, College Station, Texas

Hyyon Palmer

Department of Educational and School Psychology at Indiana State University

Natasha Smith

Department of Educational and School Psychology at Indiana State University

Edward Kirby

Department of Educational and School Psychology at Indiana State University

Conventional methods of differentiating reading disability (RD) caused by deficits in decoding skills or comprehension from poor reading performance caused by inconsistent attention associated with attention-deficit/hyperactivity disorder (ADHD) have produced equivocal results. This study presents a model of differential diagnosis of attentional problems and RD that differs from these conventional approaches. The new diagnostic procedure uses intraindividual differences seen in the performance of at-risk learners on tasks related to reading that vary in their sensitivity to the sustained attention required for successful performance. The hypothesis is that children with inconsistent attention would perform more poorly on tests that require sustained attention, such as listening comprehension, than on tests that are more tolerant of inattention, such as reading comprehension. Such differences would not be seen in the test scores of children who have only RD, because their performance is determined more by the difficulty level of the reading tests than by the degree of sensitivity of the task to attention. The validity of this new model was evaluated by determining the capability of the differences seen in the scores of tests that differ in their sensitivity to sustained attention to predict the degree of inconsistency in sustained attention as measured by a continuous performance test. The data obtained from 39 children who are at risk for RD suggest that this is a viable model.

Journal of Learning Disabilities, Vol. 35, No. 5, 425-436 (2002)
DOI: 10.1177/00222194020350050301


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