Visual-Motor Perceptual and Reading Processes of Schoolchildren With Attention Deficit Hyperactivity Disorder

Abstract

Objectives: Compare and relate the performance of schoolchildren with Attention Deficit Hyperactivity Disorder (ADHD) and with good academic performance in the visual-motor perceptual and reading processes. Method: Twenty schoolchildren, of both genders, aged between nine and 11 years old, participated in this study. They were divided into two groups: Group I (GI): comprising 10 students diagnosed with ADHD; and Group II (GII): 10 students with good academic performance paired according to gender, age group, and educational level with GI. All students were submitted to the Developmental Test of Visual Perception (DTVP 3) and Reading Processes Assessment Protocol (PROLEC). Results: There was lower performance of GI compared to GII in the subtests of copying, eye-hand coordination, and figure-ground in the standard score of general visual perception and visual-motor integration. GI presented lower performance in all reading processes except for the punctuation marks test. There was a statistically significant difference in the comparison between GI and GII regarding the classification of reading processes. A relationship was identified between the reading and visual perception subtests in the GI students, demonstrating a relationship between the visual perceptual motor skills and the reading processes in the group of students with ADHD. Conclusion: Schoolchildren with ADHD performed less well than their peers with good academic performance in the visual-motor perceptual and reading skills; such that the worse their performance in the visual-motor perceptual processes, the worse their performance in the reading processes.