Executive Functions in Reading

This study is currently recruiting

Study Name: The Role of Executive Functions in Reading and Reading Remediation

Description: Individuals with attention-deficit/hyperactivity disorder (ADHD) often have difficulty with executive functions. Executive functions (EF) is an umbrella term for cognitive abilities (e.g., working memory, speed of processing, inhibition, shifting, etc.) that aim to monitor and optimize the acquisition and processing of information. EF difficulties may impact reading fluency and comprehension. For example, if a child is easily distracted and unable to maintain their attention to the text, they may read more slowly and have difficulty comprehending the story. Given their difficulties with EF, children with ADHD are at risk for developing RD and are less likely to see improvements in reading fluency using tradition reading interventions. In this study, we offer children effected by ADHD and reading difficulties (RD) an online reading intervention program focused on reading skills and executive functions

Eligibility & Criteria

IRB #00207805

Principal Investigator: Keri Rosch and Tzipi Horowitz-Kraus

Eligible Age Range: 8 years, 0 months and 12 years, 11 months

Gender: All

Diagnosis:  Must have a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD)

Contact Information: Jenny Fotang, Fotang@kennedykrieger.org, 443-923-9263

Study Keywords:  Reading study, ADHD, ADD

Study Flyer