Inattention, Passivity and Reading Ability in Attention-Deficit Hyperactivity Disorder in a Greek Community Sample

Abstract

Background: Studies on Attention-Deficit Hyperactivity Disorder (ADHD) show high comorbidity with learning disorders. This study examines the relationships between inattention, hyperactivity and reading performance in a nonreferred sample of second grade schoolchildren in an Athenian borough. Methods: 201 pupils attending second grade in public schools were assessed for reading ability. The reading test was appropriate for second grade pupils according to the Greek curriculum. Teachers completed the Connors Rating Scale (CTRS) and the Achenbach’s Teacher’s Report Form (TRF). Results: Attention/learning difficulties reported by the teacher were negatively associated with reading skills, but hyperactivity and other behaviour problems were not. Furthermore, in linear regression partialling out attention/ learning difficulties, teachers’ reports of hyperactivity or externalizing difficulties was positively associated with reading skills. Girls showed better reading skills and less hyperactivity than boys. Moreover, passivity was found to be a compounding factor in reading difficulties. Conclusion: Among the three subtypes of ADHD according to DSM-IV, the predominantly inattentive has more possibilities to contribute to reading difficulties, and even more so if it is combined with a child’s passivity.