Neurological deficits and comorbidity in children with reading disorder

Abstract

OBJECTIVES: Neuropsychological deficits were compared between three groups, i.e. RD (n = 12), RD (ADHD) (n = 12), and control group (n = 24) on neuropsychological tasks assessing Visuoconstructional ability, Postural Stability, and Language Laterality. METHODS: Forty-eight children (age M = 12.5 years; 29 females, 19 males) were selected through purposive sampling procedure, from local primary schools. The participants were initially selected on the basis of Teachers Evaluation Checklist and then screened for RD and ADHD (combined type) using the Bangor Dyslexia Test and ADHD Clinical Parent Form, respectively. The groups were matched on nonverbal IQ (not less than on RSPM), Reading achievement estimate (≤90 on WRAT-3), age (11.5–15.3 years), and income. Visuoconstructional ability was assessed by scores on Rey Osterrieth Complex Figure Task (RCFT), while Postural Stability was measured by scores on Postural Stability subtest of Dyslexia Screening Instrument. Language Laterality was analysed through Dichotic Listening Words Test (DLWT). RESULTS AND CONCLUSIONS: Results indicated that the group with RD (ADHD) performed significantly poor on all these tasks as compared to NC and RD (pure) group. Although the results are restricted to limited sample size, findings of the study may help in isolating the specific neuropsychological deficits related to reading disability and comorbidity which can provide important clinical information regarding etiology of the RD-ADHD connection and future treatment.

Keywords

• neuropsychological deficits
• visuoconstructional ability
• postural stability
• language laterality
• attention-deficit hyperactivity disorder