Attention span, which has been shown to have an impact on reading quality in many other conditions, is one of the main cognitive disorders of neurofibromatosis type 1 (NF1). The aim of this work is to observe the impact of attention on reading comprehension, in NF1 and non-NF1 children. A multicenter, cross-sectional study was conducted on 150 children (8-12 years old) with or without NF1 (75 NF1 vs 75 non-NF1; 72 female, 78 male), matched for age, sex, handedness, and reading level, thus forming a continuum from good to poor readers in both NF1 and non-NF1 groups. Children with intellectual deficiency or neurologic or psychiatric disorder were excluded. Attentional skills were assessed by combining a parent questionnaire (Child Behavior CheckList) and a performance-based assessment (Conner’s Continuous Performance Test–Second Edition). Reading comprehension was assessed through a standardized reading comprehension test (ORLEC Lobrot). The performance-based attention scores were associated with text and sentence comprehension ability (P = .0235 and P = .0164, respectively), while indirect questionnaire attention scores were only associated with sentence comprehension (P = .0263). For both groups, the correlations between questionnaire and performance-based measures were low. We have shown that reading comprehension is greatly influenced by attention in NF1 and non-NF1, even if predictors of good reading comprehension also include IQ score and reading accuracy. Indirect observer-rated questionnaires and direct performance-based measures of attention do not assess the same variables, are linked to different components of reading skills, and are not interchangeable assessments of attention difficulties. Both assessments are complementary and must be used simultaneously, leading to recommendations that support multimodal assessment of attention.

注意力广度已被证明在许多其他情况下对阅读质量有影响，它是 1 型神经纤维瘤病 (NF1) 的主要认知障碍之一。这项工作的目的是观察注意力对阅读理解的影响，在 NF1 和非 NF1 儿童中。对 150 名患有或不患有 NF1 的儿童（8-12 岁）进行了一项多中心、横断面研究（75 名 NF1 对 75 名非 NF1；72 名女性，78 名男性），年龄、性别、惯用手和阅读水平相匹配，从而在 NF1 和非 NF1 组中形成从好到差的连续体。智力缺陷或神经或精神疾病的儿童被排除在外。通过结合家长问卷（儿童行为检查表）和基于绩效的评估（康纳的持续绩效测试-第二版）来评估注意力技能。阅读理解通过标准化阅读理解测试（ORLEC Lobrot）进行评估。基于表现的注意力分数与文本和句子理解能力相关（P = .0235 和P = .0164，分别），而间接问卷注意分数仅与句子理解相关（P= .0263)。对于两组，问卷调查和基于绩效的措施之间的相关性都很低。我们已经证明，阅读理解很大程度上受到 NF1 和非 NF1 注意力的影响，即使良好阅读理解的预测因素还包括 IQ 分数和阅读准确性。间接观察者评定的问卷和直接基于绩效的注意力测量不评估相同的变量，与阅读技能的不同组成部分相关，并且不是对注意力困难的可互换评估。这两种评估是互补的，必须同时使用，从而产生支持多模式注意力评估的建议。