What question did this study set out to answer?

To identify how neurocognitive and behavioral factors predict reading outcomes in children with ADHD and those without.

March 28, 2026Open Access

Neurocognitive and behavioral predictors of the simple view of reading in clinically evaluated children with and without ADHD.

ACAlissa M. Cole-OlsenFlorida State University FGFatou GayeFlorida State University JOJulia Nazarova O.Florida State University

Puntos clave

To identify how neurocognitive and behavioral factors predict reading outcomes in children with ADHD and those without.
Analyzed neurocognitive and behavioral data from clinically evaluated children.
Compared reading abilities between children diagnosed with ADHD and those without.
Investigated predictors of reading difficulties based on neurocognitive assessments.
Neurocognitive weaknesses were significantly linked to reading difficulties.
Children with ADHD showed distinct reading challenges compared to non-ADHD peers.
Behavioral factors also contributed to predicting reading outcomes.

Resumen

These findings highlight the role of neurocognitive weaknesses for comprehensively understanding reading difficulties in clinically evaluated children with and without ADHD. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

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