Title: A multiple deficit model of reading disability and attention-deficit/hyperactivity disorder: searching for shared cognitive deficits
Abstract: Journal of Child Psychology and PsychiatryVolume 52, Issue 5 p. 547-557 A multiple deficit model of reading disability and attention-deficit/hyperactivity disorder: searching for shared cognitive deficits Lauren M. McGrath, Lauren M. McGrath Massachusetts General Hospital/Harvard Medical School, USASearch for more papers by this authorBruce F. Pennington, Bruce F. Pennington University of Denver, USASearch for more papers by this authorMichelle A. Shanahan, Michelle A. Shanahan University of Illinois at Chicago, USASearch for more papers by this authorLaura E. Santerre-Lemmon, Laura E. Santerre-Lemmon University of Denver, USASearch for more papers by this authorHolly D. Barnard, Holly D. Barnard University of Illinois at Chicago, USASearch for more papers by this authorErik G. Willcutt, Erik G. Willcutt University of Colorado, Boulder, USASearch for more papers by this authorJohn C. DeFries, John C. DeFries University of Colorado, Boulder, USASearch for more papers by this authorRichard K. Olson, Richard K. Olson University of Colorado, Boulder, USASearch for more papers by this author Lauren M. McGrath, Lauren M. McGrath Massachusetts General Hospital/Harvard Medical School, USASearch for more papers by this authorBruce F. Pennington, Bruce F. Pennington University of Denver, USASearch for more papers by this authorMichelle A. Shanahan, Michelle A. Shanahan University of Illinois at Chicago, USASearch for more papers by this authorLaura E. Santerre-Lemmon, Laura E. Santerre-Lemmon University of Denver, USASearch for more papers by this authorHolly D. Barnard, Holly D. Barnard University of Illinois at Chicago, USASearch for more papers by this authorErik G. Willcutt, Erik G. Willcutt University of Colorado, Boulder, USASearch for more papers by this authorJohn C. DeFries, John C. DeFries University of Colorado, Boulder, USASearch for more papers by this authorRichard K. Olson, Richard K. Olson University of Colorado, Boulder, USASearch for more papers by this author First published: 03 December 2010 https://doi.org/10.1111/j.1469-7610.2010.02346.xCitations: 187 Conflict of interest statement: No conflicts declared. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract Background: This study tests a multiple cognitive deficit model of reading disability (RD), attention-deficit/hyperactivity disorder (ADHD), and their comorbidity. Methods: A structural equation model (SEM) of multiple cognitive risk factors and symptom outcome variables was constructed. The model included phonological awareness as a unique predictor of RD and response inhibition as a unique predictor of ADHD. Processing speed, naming speed, and verbal working memory were modeled as potential shared cognitive deficits. Results: Model fit indices from the SEM indicated satisfactory fit. Closer inspection of the path weights revealed that processing speed was the only cognitive variable with significant unique relationships to RD and ADHD dimensions, particularly inattention. Moreover, the significant correlation between reading and inattention was reduced to non-significance when processing speed was included in the model, suggesting that processing speed primarily accounted for the phenotypic correlation (or comorbidity) between reading and inattention. Conclusions: This study illustrates the power of a multiple deficit approach to complex developmental disorders and psychopathologies, particularly for exploring comorbidities. The theoretical role of processing speed in the developmental pathways of RD and ADHD and directions for future research are discussed. Supporting Information Appendix: Table A1 Demographics for the sample; Figure A1 Colorado Perceptual Speed sample items; Figure A2 Identical Pictures Test sample items (Word document) Please note: Blackwell Publishing are not responsible for the content or functionality of any supporting materials supplied by the authors. Any queries (other than missing material) should be directed to the corresponding author for the article. Filename Description JCPP_2346_sm_Appendix.doc84 KB Supporting info item Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. 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