Resumo

MARTINEZ HERNANDEZ, Ingrid María  e  ACOSTA SILVA, David Arturo. Difficulties in Reading Comprehension in Children With ADHD. Divers.: Perspect. Psicol. [online]. 2022, vol.18, n.1, pp.183-194.  Epub 01-Jan-2022. ISSN 1794-9998.  https://doi.org/10.15332/22563067.5625.

Children diagnosed with ADHD experience multiple difficulties in learning to read, especially with the language components that allow a good development of the reading process. In this sense, the interest of this work was to evaluate syntax and semantics as fundamental components of language for reading comprehension. The PROLEC-R battery was applied to 37 children between 6 and 13 years old diagnosed with ADHD, and the main indexes were analyzed together with the scales to determine in which linguistic component was the greater complexity located. The results suggest that children in the sample have greater difficulties in syntax, referring to sentence structure and punctuation. Therefore, if the syntactic component is reinforced, children with ADHD could probably improve their reading comprehension.

Palavras-chave : childhood; ADHD; reading comprehension; syntax; semantics.

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