TY - JOUR
T1 - Getting clued in
T2 - Inferential processing and comprehension monitoring in boys with ADHD
AU - Berthiaume, Kristen S.
AU - Lorch, Elizabeth P.
AU - Milich, Richard
PY - 2010
Y1 - 2010
N2 - Objective: The present study examines the ability of children with ADHD to make inferences and monitor ongoing understanding of texts, to shed light on their academic difficulties. Method: A total of 29 boys with ADHD and 41 comparison boys between the ages of 7 and 12 participated. Three tasks measure how boys create and evaluate inferences, particularly explanatory inferences, and how they monitor their understanding of story events and the connections among them. Results: Boys with ADHD are less able than their comparison peers to make appropriate inferences, particularly explanatory inferences. They also have more trouble identifying text inconsistencies. Conclusions: Findings suggest that difficulties in making inferences and monitoring ongoing comprehension among children with ADHD may contribute to story comprehension problems and in turn to academic difficulties experienced by these children. Interventions specifically focusing on understanding causal connections, creating inferences, and monitoring ongoing understanding of stories need to be investigated.
AB - Objective: The present study examines the ability of children with ADHD to make inferences and monitor ongoing understanding of texts, to shed light on their academic difficulties. Method: A total of 29 boys with ADHD and 41 comparison boys between the ages of 7 and 12 participated. Three tasks measure how boys create and evaluate inferences, particularly explanatory inferences, and how they monitor their understanding of story events and the connections among them. Results: Boys with ADHD are less able than their comparison peers to make appropriate inferences, particularly explanatory inferences. They also have more trouble identifying text inconsistencies. Conclusions: Findings suggest that difficulties in making inferences and monitoring ongoing comprehension among children with ADHD may contribute to story comprehension problems and in turn to academic difficulties experienced by these children. Interventions specifically focusing on understanding causal connections, creating inferences, and monitoring ongoing understanding of stories need to be investigated.
KW - ADHD
KW - Comprehension monitoring
KW - Inferential processing
UR - http://www.scopus.com/inward/record.url?scp=77953988206&partnerID=8YFLogxK
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U2 - 10.1177/1087054709347197
DO - 10.1177/1087054709347197
M3 - Article
C2 - 19815700
AN - SCOPUS:77953988206
SN - 1087-0547
VL - 14
SP - 31
EP - 42
JO - Journal of Attention Disorders
JF - Journal of Attention Disorders
IS - 1
ER -