Resumen

CARDONA TANGARIFE, María Alexandra; AGUIRRE-LOAIZA, Héctor Haney  y  MONTOYA LONDONO, Diana Marcela. Differences between schooling and grade level reading performance in children with ADHD diagnostic. Psychol. av. discip. [online]. 2014, vol.8, n.2, pp.13-21. ISSN 1900-2386.

With the purpose of identifying and analyzing the differences between reading specifications (accuracy, comprehension and speed) according to grade level and nature of institution, either public or private, in a purposive sample of twenty-three children diagnosed with ADHD, from both genders (women, n = 9 39.1 %, male, n = 14, 60.9 %) between 8 and 11 years (M = 9.13, SD = 1.10) in third, fourth and fifth grade of elementary school, public and private elementary schools. A non-experimental cross-sectional study was designed, and the scale reading Child Neuropsychological Assessment Battery (ENI) is applied. The results established only differences in reading comprehension of sentences with favorable scores in children from private schools and fifth grade. It is concluded that school variables differentiate the performance of reading comprehension of sentences in children diagnosed with ADHD. The results are discussed and encourage further work on the same line.

Palabras clave : Child Development; neuropsychological assessment; reading skills; ADHD.

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