ArticleNeuropsychology2021
Executive functions and writing skills in children with and without ADHD.
Article in Neuropsychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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
17 citing papers in PubMed.
- A Telerehabilitation-Based Fine Motor Training Program for Children With Inattentive Attention-Deficit/Hyperactivity Disorder: Randomized Controlled Trial.Journal of medical Internet research · 2026Trial
- When Development Falls out of Sync: A Developmental Timing Framework for Learning Disabilities.Brain sciences · 2026Review
- Neurocognitive academic training to improve symptoms executive functions and Chinese handwriting in children with ADHD.NPJ science of learning · 2026Article
- The Contribution of Executive Functions to Spelling: A study in L1 Arabic and English as a Foreign Language.Journal of psycholinguistic research · 2026Article
- The Impact of ADHD on Children's Language Development.Children (Basel, Switzerland) · 2026Review
- Miyake Revisited: Validating the Factor Structure of an Open-Source Cognitive Control Test Battery.Journal of cognition · 2026Article
- Cognitive Processes Influencing Written Sentence Construction in School-Aged Children With Prenatal Alcohol Exposure.Psychology in the schools · 2025Article
- Neuropsychological and Academic Performance in Colombian Children with Attention-Deficit Hyperactivity Disorder: A Comparative Study with a Control Group.Children (Basel, Switzerland) · 2025Article
- Identifying Language Development in Children with ADHD: Differential Challenges, Interventions, and Collaborative Strategies.Children (Basel, Switzerland) · 2024Review
- Increased Semantic Memorization in Children with ADHD during a Paradigm of Motor Priming: Exploratory Findings.Children (Basel, Switzerland) · 2024Article
- Working memory and math skills in children with and without ADHD.Neuropsychology · 2024Article
- Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity Disorder.Journal of educational psychology · 2023Article
- Article
- Central executive training for ADHD: Effects on academic achievement, productivity, and success in the classroom.Neuropsychology · 2022Article
- Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD.Brain sciences · 2022Article
- I can look for it! Modulation of a concurrent Visual Working Memory task in Visual Search in development.Frontiers in psychology · 2022Article
- Contributions of Working Memory, Inhibition, and Processing Speed to Writing Composition in Attention-Deficit/hyperactivity Disorder.Developmental neuropsychologyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
objectivePediatric attention-deficit/hyperactivity disorder (ADHD) has been associated with impairments in executive functioning and academic writing skills. However, our understanding of the extent to which these children's writing difficulties are related to their underdeveloped executive functions-and whether this relation is attributable to specific executive functions-is limited.
methodA clinically-evaluated and carefully-phenotyped sample of 91 children ages 8-13 (M = 10.60, SD = 1.25; 37 girls) were administered multiple, counterbalanced tests of the three core executive functions (working memory, inhibitory control, set shifting), assessed for ADHD symptoms via multiple-informant reports, and completed standardized, norm-referenced testing of three core writing skills (written expression, spelling, writing fluency).
resultsBias-corrected, bootstrapped conditional effects modeling indicated that underdeveloped working memory exerted significant direct effects on all three writing skills, as well as indirect effects on written expression and spelling via the ADHD symptoms pathway (all 95% CIs exclude 0.0). In contrast, inhibitory control uniquely predicted spelling difficulties only, set shifting was not associated directly or indirectly with any assessed writing skill, and ADHD symptoms failed to uniquely predict writing skills after controlling for working memory. This pattern of results replicated across informants (parent vs. teacher ADHD symptom ratings), and was robust to control for age, sex, socioeconomic status (SES), majority/minority race/ethnicity status, intellectual functioning (IQ), decoding skills, language skills, and learning disability status.
conclusionThese findings suggest multiple pathways to writing skill difficulties in children with ADHD, while suggesting that their overt behavioral symptoms may be less involved in their writing difficulties than their underlying neurocognitive vulnerabilities. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Indexed as
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.