Cognitive challenges in multiple-document reading and writing among children with ADHD
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2025-06-26
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en
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This study examined whether children with ADHD differ from peers without ADHD in digital reading comprehension and argumentative writing, and whether sustained attention and working memory explain these differences. From a larger sample, a matched subsample of 13 children with ADHD and 13 controls was selected based on gender, grade, and socioeconomic status. Participants completed a digital multiple-document reading task, an argumentative writing assignment, and a multiple-choice questionnaire. Writing quality was assessed using a rubric, and cognitive functions were measured separately. No significant group differences were found in reading comprehension, writing quality, working memory, or attention. Working memory significantly predicted writing skills, but not reading comprehension; sustained attention was not a significant predictor. A strengths-and-weaknesses analysis revealed substantial individual variability within the ADHD group. These findings highlight the heterogeneity of ADHD and suggest that diagnostic labels alone are insufficient. Future support should consider individual cognitive profiles, especially executive functions.
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