Abstract
Academic success is highly dependent on students' ability to comprehend written texts. Students with Attention Deficit/Hyperactivity Disorder (ADHD) often struggle with reading comprehension, but the source of their difficulties is unclear. The current study compares reading comprehension, as well as linguistic and cognitive skills in adults with and without ADHD. Results show worse reading comprehension in adults with ADHD and an association between reading comprehension and sustained attention. Implications for reading comprehension instruction are discussed.
| Original language | English |
|---|---|
| Title of host publication | International Collaboration toward Educational Innovation for All |
| Subtitle of host publication | Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 |
| Editors | Clark Chinn, Edna Tan, Carol Chan, Yael Kali |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 921-924 |
| Number of pages | 4 |
| ISBN (Electronic) | 9781737330653 |
| State | Published - 2022 |
| Event | 16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: 6 Jun 2022 → 10 Jun 2022 |
Publication series
| Name | Proceedings of International Conference of the Learning Sciences, ICLS |
|---|---|
| ISSN (Print) | 1814-9316 |
Conference
| Conference | 16th International Conference of the Learning Sciences, ICLS 2022 |
|---|---|
| Country/Territory | Japan |
| City | Virtual, Online |
| Period | 6/06/22 → 10/06/22 |
Bibliographical note
Publisher Copyright:© ISLS.