Abstract
ABSTRACT Purpose: to characterize and compare the spelling performance of students with and without Attention Deficit Hyperactivity Disorder. Methods: sample including 244 Brazilian students from the 3rd to the 5th year, from three public schools (189 without and 55 with the disorder). Students were assessed and classified according to the spelling errors in a word dictation. The average performance was compared per school year, condition (having Attention Deficit Hyperactivity Disorder or not) and interaction between year and condition. The performance was also compared to the results of the study by Moojen (2011), on orthographic performance in Elementary School. Results: students with Attention Deficit Hyperactivity Disordershowed a higher average in the total number of errors, in the Phoneme/Grapheme Conversion, Simple Contextual Rules and Language Irregularities categories. In the group without Attention Deficit Hyperactivity Disorder, there was a greater reduction of errors among the school grades (3rd, 4th, 5th). In relation to the study by Moojen (2011), students with the disorder had a lower average. Conclusion: evidence showed that the presence ofAttention Deficit Hyperactivity Disorderinfluenced the spelling performance of the students evaluated.
Highlights
Attention Deficit Hyperactivity Disorder (ADHD) is classified as a neurobiological disorder, caused by genetic or environmental factors[1]
The author compared the average performance of the school years and the results showed that the difficulties tend to decrease as education advances
In the total variable of Phoneme/Grapheme Conversionerrors, the differences were significant in the comparison between the two groups in the three years, that is, the students with ADHD had higher error means
Summary
Attention Deficit Hyperactivity Disorder (ADHD) is classified as a neurobiological disorder, caused by genetic or environmental factors[1]. The symptoms that characterize ADHD, inattention, impulsivity or hyperactivity, can impair the social, academic or professional life of children, adolescents or adults diagnosed with the disorder, which causes a frequent search for specialized clinical care[3] and low school performance[4,5]. The sensory, motor, oral language, memory, and attention functional systems are recruited simultaneously, and they work together in this ability[9]. Cunha and Capellini (2011)[10] suggest that the phonetic-phonological and grammatical problems in the performance of students with ADHD may be due to factors such as lack of attention and inhibitory control and not to lesser linguistic development
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