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Abstract

Attention deficit hyperactivity disorder is one of the neurodevelopmental disorders which characterized by: inattention and impulsivity as well as apparent deficits in executive functioning and impulse control. Auditory-linguistic areas and primary reading skills as early literacy skills were found to be lower than normal in ADHD. Other researches considered that the reading difficulties are in the areas of fluency, comprehension, and sustained attention during reading tasks. The aim of the study is to evaluate the phonological awareness abilities skills in children with attention deficit hyperactive disorder (ADHD), being contributors for early reading acquisition. Phonological awareness (PA) is the precise recognition of the abstract components that make up spoken words. It is the auditory ability which helps to identify and process phonological units, and how to manipulate it. PA represents a vital stepping stone toward the mastery of reading. Thirty children diagnosed with ADHD aged 5y 6m to 8y 6m and 30 normally developing children (control group) were recruited in the study. They were tested for 3 PA skills. Results: No significant differences were found between the ADHD group and the control group across the three age subgroups in the three phonological awareness skills assessed. Conclusion: The phonological awareness of children with ADHD was determined to be at levels equivalent to those of the typically developing children, which contradicts previous assumption that PA skills crucial for early reading are impaired in this population.

Article Type

Original Study

Subject Area

Ear, Nose and Throat

IRB Number

IHS00070

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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