ArticleScientific studies of reading : the official journal of the Society for the Scientific Study of Reading2020
The Effects of ADHD Treatment and Reading Intervention on the Fluency and Comprehension of Children with ADHD and Word Reading Difficulties: A Randomized Clinical Trial.
Article in Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled 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.
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.
Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it, 28 citations in OpenAlex.
- Are Reading Interventions Effective for At-Risk Readers with ADHD? A Meta-Analysis.Journal of attention disorders · 2023Pooled it
- Trajectories of Response to Treatments in Children with ADHD and Word Reading Difficulties.Research on child and adolescent psychopathology · 2021Trial
- SMR/Theta Neurofeedback Training on Attention and Reading Abilities in Children with Attention Deficit Hyperactivity Disorder-Predominantly Inattentive.Applied psychophysiology and biofeedback · 2026Article
- Shared genetics between ADHD and reading/language abilities: Genome-wide correlations, stratified enrichment, cross-trait association, and mendelian randomization.JCPP advances · 2026Article
- Does artificial intelligence-supported rhythm-enhanced phonological awareness training improve early reading in children with attention-deficit/hyperactivity disorder? A randomised controlled intervention study.Frontiers in psychology · 2026Article
- Review
- Comorbidity between reading disability and ADHD in a community sample: Implications for academic, social, and neuropsychological functioning.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2023Article
- Attention-Deficit/Hyperactivity Disorder and Academic Functioning: Reading, Writing, and Math Abilities in a Community Sample of Youth with and without ADHD.Research on child and adolescent psychopathology · 2023Article
- Remote treatment of developmental dyslexia: how ADHD comorbidity, clinical history and treatment repetition may affect its efficacy.Frontiers in public health · 2023Article
- University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN).BMC psychiatry · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 3 institutions in 1 country.
Funding
Abstract
Many students with reading difficulties and disabilities (RD) also have Attention Deficit/Hyperactivity Disorder (ADHD). This randomized clinical trial compared the effects of ADHD treatment alone (medication, parent training), intensive reading intervention alone, and their combination on the reading fluency and comprehension of students with both disorders. Students with ADHD and RD were randomly assigned to receive (a) Reading Intervention only (n=74), (b) ADHD Treatment only (n=78), or (c) simultaneous Combined ADHD and RD Treatment (n=70). For phonemic decoding fluency, the Reading Intervention group and the Combined Treatment group both had significantly better outcomes than the ADHD Treatment group, but did not differ from one another. For passage comprehension, the ADHD Treatment group had significantly better outcomes than the Reading Intervention group, while the other groups did not differ from one another. ADHD treatment may support passage comprehension in this population, while fluent decoding is best supported through intensive reading intervention.
Identifiers
What OpenQuestion holds
Registered trials
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.