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ERIC Number: ED340194
Record Type: Non-Journal
Publication Date: 1991-Oct
Pages: 11
Abstractor: N/A
Reference Count: N/A
Reading Comprehension, Extended Processing and Attention Dysfunction.
Cherkes-Julkowski, Miriam; Stolzenberg, Jonathan
This study investigated the role of executive function in children with attention deficit disorders (ADD) by comparing differences resulting when diagnostic measures of reading comprehension consisting of either short or long passages were used. Subjects (all in grades 1-12) were grouped as having an attention deficit disorder (ADD) and not taking medication (N=37), as non-ADD learning disabled (N=36), as ADD on medication (N=19), and as non-handicapped (N=58). Findings indicated that the ADD subjects tended to: (1) do more poorly in comprehending extended reading passages than shorter ones; (2) do more poorly than other children on extended reading passages; and (3) manifest a greater difference between their abilities to comprehend shorter versus longer passages than other groups at three of the five age levels considered. Results also supported the existence of two types of learning disability: attention-based LD and language-based LD. (Author/DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A