Evidence map›Paper›PMID 28333510›Full record

Trial reportJournal of consulting and clinical psychology2017

Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial.

Leanne Tamm, Carolyn A Denton, Jeffery N Epstein, Christopher Schatschneider, Heather Taylor, L Eugene Arnold, Oscar Bukstein, Julia Anixt, Anson Koshy, Nicholas C Newman and 6 more

Abstract readComparative StudyRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in Journal of consulting and clinical psychology, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
19citing papers in PubMed, 2 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

19 citing papers in PubMed, 2 syntheses or guidelines pooled it.

  1. Pooled it
  2. Pooled it
  3. Trial
  4. Trial
  5. Effect of Vergence/Accommodative Therapy on Reading in Children with Convergence Insufficiency: A Randomized Clinical Trial.Optometry and vision science : official publication of the American Academy of Optometry · 2019
    Trial
  6. Reading Disabilities With and Without Co-Occurring ADHD: No Evidence for Additive Impact on Reading Skills.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2026
    Article
  7. Article
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  9. Article
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  11. Article
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  14. Review
  15. A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit Hyperactivity Disorder Symptoms and Reading and Math.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2020
    Article
  16. Article
  17. Review
  18. Review
  19. Learning Disorder Confers Setting-Specific Treatment Resistance for Children with ADHD, Predominantly Inattentive Presentation.Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

16 authors.

Leanne TammDepartment of Pediatrics, Cincinnati Children's Hospital Medical Center.
Carolyn A DentonDepartment of Pediatrics, University of Texas Health Science Center at Houston.
Jeffery N EpsteinDepartment of Pediatrics, Cincinnati Children's Hospital Medical Center.
Christopher SchatschneiderDepartment of Psychology, Florida State University.
Heather TaylorDepartment of Pediatrics, University of Texas Health Science Center at Houston.
L Eugene ArnoldDepartment of Psychiatry, Ohio State University.
Oscar BuksteinBoston Children's Hospital, Harvard Medical School.
Julia AnixtDepartment of Pediatrics, Cincinnati Children's Hospital Medical Center.
Anson KoshyDepartment of Pediatrics, Cincinnati Children's Hospital Medical Center.
Nicholas C NewmanDepartment of Pediatrics, Cincinnati Children's Hospital Medical Center.
Jan MaltinskyDepartment of Education, Mount St. Joseph University.
Patricia BrinsonDepartment of Pediatrics, University of Texas Health Science Center at Houston.
Richard E A LorenDepartment of Pediatrics, Cincinnati Children's Hospital Medical Center.
Mary R PrasadDepartment of Pediatrics, University of Texas Health Science Center at Houston.
Linda Ewing-CobbsDepartment of Pediatrics, Cincinnati Children's Hospital Medical Center.
Aaron VaughnDepartment of Pediatrics, Cincinnati Children's Hospital Medical Center.

Funding

Reading ICARD: Interventions for Children With Attention and Reading DisordersR01HD060617 · NICHD · UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON · PI DENTON, CAROLYN A · 2010 to 2014
$4.6M
NICHD NIH HHS R01 HD060617
6 · The paper itself

Abstract

objectiveThis trial compared attention-deficit/hyperactivity disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD).

methodChildren (n = 216; predominantly African American males) in Grades 2-5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (medication + parent training), reading treatment (reading instruction), or combined ADHD + reading treatment. Outcomes were parent and teacher ADHD ratings and measures of word reading/decoding. Analyses utilized a mixed models covariate-adjusted gain score approach with posttest regressed onto pretest.

resultsInattention and hyperactivity/impulsivity outcomes were significantly better in the ADHD (parent Hedges's g = .87/.75; teacher g = .67/.50) and combined (parent g = 1.06/.95; teacher g = .36/41) treatment groups than reading treatment alone; the ADHD and Combined groups did not differ significantly (parent g = .19/.20; teacher g = .31/.09). Word reading and decoding outcomes were significantly better in the reading (word reading g = .23; decoding g = .39) and combined (word reading g = .32; decoding g = .39) treatment groups than ADHD treatment alone; reading and combined groups did not differ (word reading g = .09; decoding g = .00). Significant group differences were maintained at the 3- to 5-month follow-up on all outcomes except word reading.

conclusionsChildren with ADHD and RD benefit from specific treatment of each disorder. ADHD treatment is associated with more improvement in ADHD symptoms than RD treatment, and reading instruction is associated with better word reading and decoding outcomes than ADHD treatment. The additive value of combining treatments was not significant within disorder, but the combination allows treating both disorders simultaneously. (PsycINFO Database Record

Indexed as

ReadingAttention Deficit Disorder with HyperactivityBlack or African AmericanCentral Nervous System StimulantsChildCombined Modality TherapyDyslexiaFemaleHumansImpulsive BehaviorLearningMaleParentsPatient ComplianceTreatment OutcomeCentral Nervous System Stimulants

Identifiers

PMID28333510
PMCPMC5398920

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.