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Commun Sci Disord. 2021;26(4): 785-796.
Published online December 31, 2021.
doi: https://doi.org/10.12963/csd.21864
Reading Comprehension Monitoring of Expository Discourses in Third to Fifth Grade ADHD Children with/without Vocabulary Delay
Kyungmin Park , and Hyojin Yoon
Department of Speech-Language Pathology, Chosun University, Gwangju, Korea
Corresponding Author: Hyojin Yoon ,Tel: +82-62-230-7462, Fax: +82-608-5392, Email: hyoon@chosun.ac.kr
Received October 20, 2021  Revised: November 20, 2021   Accepted November 29, 2021
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The purpose of this study was to investigate reading comprehension monitoring including three types of error detection (lexical inconsistency, internal inconsistency, external inconsistency) and correction with expository discourse in school-aged children with attention deficit hyperactivity disorder (ADHD).
Nineteen ADHD children with vocabulary delay, 17 ADHD children without vocabulary delay, and 20 typically developing children students from third, fourth, and fifth grades participated in the study. In order to assess comprehension monitoring; expository discourses contained three different types of errors. Comprehension monitoring tasks were presented in the following order: First, children were asked to find out errors in two expository texts of comparison and causation. After finding out errors, children were asked to change the appropriate words verbally.
ADHD children with vocabulary delay did show difficultly in reading comprehension monitoring tasks when compared to age-matched typically developing children and ADHD children without language impairment. Internal inconsistency was the most difficult error to identify and correct, and lexical inconsistency was the easiest error for all three groups.
The result proposed that even children with ADHD who have no difficulty in basic language and reading skills were likely to have difficulty properly using reading comprehension monitoring, which is closely related to working memory and executive functions. The poor comprehension monitoring skills would negatively influence effective reading comprehension.
Keywords: Attention Deficit Hyperactivity Disorder (ADHD) | School-aged children | Reading comprehension | Comprehension monitoring | Vocabulary delay
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