Factores que predicen las estrategias de comprensión de la lectura de adolescentes con trastorno por déficit de atención con hiperactividad, con dificultades de comprensión lectora y con ambos trastornos

Abstract

Several studies have provided evidence that difficulties in word reading and poor linguistic competence are associated with difficulties in reading comprehension, while the role played by executive functioning has been little explored. The aim of this study was to analyze the extent to which distinct cognitive factors can predict performance in a reading comprehension test administered to four groups: attention deficit hyperactivity disorder (ADHD), learning disabilities in reading comprehension (LDRC), ADHD+LDRC and a comparison group (without ADHD or LDRC). Vocabulary, oral comprehension, lexical access, verbal and spatial memory, inhibition, attention, and suppression mechanism were assessed. An exploratory analysis of the main components identified five latent factors (memory, processing speed, lexical access, linguistic processing and attention), which were subsequently used in a moderation analysis performed by means of multisample structural equation models. The results show that the factors associated with reading comprehension performance acted in the same way in the four groups, except lexical access, which influenced the LDRC group and the comparison group but not the ADHD and ADHD+LDRC groups. Processing speed showed no statistically significant differences in any of the groups.