ArticleResearch on child and adolescent psychopathology2023
Attention-Deficit/Hyperactivity Disorder and Academic Functioning: Reading, Writing, and Math Abilities in a Community Sample of Youth with and without ADHD.
Article in Research on child and adolescent psychopathology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 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
8 citing papers in PubMed, 1 synthesis or guideline pooled it, 10 citations in OpenAlex.
- Efficacy of game-based interventions on cognitive performance in children and adolescents with attention-deficit/hyperactivity disorder: a systematic review and meta-analysis.BMC psychiatry · 2025Pooled it
- The interplay between executive function and learning disabilities: Developmental cognitive neuroscience perspectives on reading, math, and ADHD.Developmental cognitive neuroscience · 2026Review
- The negative impact of neurodevelopmental disorders and multiple co-occurring conditions on academic performance of school-age children and adolescents.Scientific reports · 2026Article
- Clinical characterization of children and adolescents with ADHD and sleep disturbances.European archives of psychiatry and clinical neuroscience · 2025Article
- The Multidimensional Dynamic Feedback Model: A Comprehensive Framework for Understanding and Managing Attention-Deficit/Hyperactivity Disorder.Children (Basel, Switzerland) · 2025Review
- The underlying neuropsychological and neural correlates of the impaired Chinese reading skills in children with attention deficit hyperactivity disorder.European child & adolescent psychiatry · 2024Article
- Domain Specific and Cross Domain Associations between PASS Cognitive Processes and Academic Achievement.Behavioral sciences (Basel, Switzerland) · 2023Article
- 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
2 authors at 1 institution in 1 country.
Funding
Abstract
Previous studies have shown that Attention-Deficit/Hyperactivity disorder (ADHD) is marked by impairments in academic functioning in reading, writing, and mathematics. Yet, virtually no studies have examined academic functioning in terms of both basic skills (e.g., word recognition, handwriting/spelling, arithmetic calculations) and more complex advanced skills (e.g., reading comprehension, writing composition, and mathematical problem-solving) within the same sample. In the present study, 518 children with ADHD were compared to a control group of 851 children without ADHD (ages 8-18) and assessed on a comprehensive battery of reading, writing, and math assessments. It was hypothesized that ADHD diagnostic status would uniquely predict performance on advanced skill measures even after controlling for performance on basic skills in that academic domain. ADHD status was associated with worse performance across all academic tests. Results also indicated that ADHD independently predicted performance for measures of writing composition and one measure of reading comprehension, even after controlling for performance on basic skills in those domains. However, ADHD did not independently predict mathematical problem-solving performance. These findings add to the literature on ADHD and academic functioning and indicate that inattention may weaken skills necessary for effective reading comprehension and writing composition.
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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.