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Delinquency, hyperactivity, and phonological awareness: a comparison of adolescents with ODD and ADHD.

Palacios ED, Semrud-Clikeman M

Department of Educational Psychology, Baylor University, Waco, Texas 76798, USA. liz_palacios@baylor.edu

The incidence of reading disabilities in children with attention deficit hyperactivity disorder (ADHD) has been found at a higher proportion than would be expected by chance. This study explored the relationship between reading problems-comprehension and phonological awareness, and externalizing behaviors-hyperactivity (ADHD), and oppositional defiant disorder (ODD). One hundred boys from Central Texas area alternative education schools between the ages of 11 and 15 were grouped by categories: ADHD-Combined Type (ADHD:C), ODD only, a combination of ADHD:C and ODD, and children without either ADHD or ODD. Results indicated that there were no significant differences among the four groups in terms of reading skills. However, findings suggest a significant negative linear relationship between hyperactivity and reading skills. Application of these findings is discussed.

Published 8 August 2005 in Appl Neuropsychol, 12(2): 94-105.
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