ABSTRACT

Many students with reading difficulties and disabilities (RD) also have Attention Deficit/Hyperactivity Disorder (ADHD). This randomized clinical trial compared the effects of ADHD treatment alone (medication, parent training), intensive reading intervention alone, and their combination on the reading fluency and comprehension of students with both disorders. Students with ADHD and RD were randomly assigned to receive (a) Reading Intervention only (n = 74), (b) ADHD Treatment only (n = 78), or (c) simultaneous Combined ADHD and RD Treatment (n = 70). For phonemic decoding fluency, the Reading Intervention group and the Combined Treatment group both had significantly better outcomes than the ADHD Treatment group, but did not differ from one another. For passage comprehension, the ADHD Treatment group had significantly better outcomes than the Reading Intervention group, while the other groups did not differ from one another. ADHD treatment may support passage comprehension in this population, while fluent decoding is best supported through intensive reading intervention.

 抽象的

许多有阅读困难和障碍 (RD) 的学生还患有注意力缺陷/多动症 (ADHD)。这项随机临床试验比较了单独的多动症治疗（药物、家长培训）、单独的精读干预以及它们的组合对患有这两种疾病的学生的阅读流畅性和理解力的影响。患有 ADHD 和 RD 的学生被随机分配接受 (a) 仅阅读干预 (n = 74)，(b) 仅 ADHD 治疗 (n = 78)，或 (c) 同时 ADHD 和 RD 联合治疗 (n = 70)。在音位解码流畅性方面，阅读干预组和联合治疗组的结果均明显优于 ADHD 治疗组，但彼此之间没有差异。在段落理解方面，多动症治疗组的结果明显好于阅读干预组，而其他组之间没有差异。 ADHD 治疗可能有助于该人群的段落理解，而流畅的解码最好通过精读干预来支持。