Errores en lectura oral, velocidad lectora y velocidad de denominación en niños con TDAH-Dislexia, Dislexia y desarrollo normolector en niños con TDAH-Dislexia, Dislexia y desarrollo normolector

Abstract

Deficit Hyperactivity Disorder (ADHD) and dyslexia are frequently comorbid. Two models have tried to explain this fact. The phenocopy model has defended that ADHD and dyslexia have neuronal bases and cognitive deficits that are different in both cases. In this case, the psychopedagogical intervention will be different for each disorder. From this model, ADHD children presents reading difficulties that are different those dyslexic children presents. By contrast, the etiological model defends shared neurological bases and cognitive deficits where the psychopedagogical intervention will have many points in common. This model understand that ADHD difficulties in are similar that dyslexic children presents. In this case, children presents simultaneously both disabilities. From this crossroads, we considerate that the qualitative analysis of oral reading mistakes and the study of other reading predictors (naming speed) could be useful to strengthen one of the models. Therefore, we designed a research to discover if these variables were distributed equally among the three groups that made up the study (25 children with ADHD-dyslexia, 25 dyslexic children and 25 children without reading problems). The statistical analysis carried out by comparing the errors and naming speed of both groups described similar reading difficulties between the ADHD-dyslexia group and the dyslexia group, both of them being separated in a similar way from the normal reader’s group in the variables studied. It seems to coincide fully with the etiological model, implying a similar psychopedagocical intervention for children with ADHD and dyslexia that present reading disabilities.