ArticleResearch on child and adolescent psychopathology2025
Academic Achievement in Children with ADHD: the Role of Processing Speed and Working Memory.
Article in Research on child and adolescent psychopathology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Eye-Tracking-Based Digital Therapeutic for ADHD in Children: Development and Preliminary Evaluation of an Adaptive Learning Guide.Healthcare (Basel, Switzerland) · 2026Article
- Efficacy of Non-Invasive Brain Stimulation in Improving Working Memory in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder: A Systematic Review.Brain sciences · 2026Review
- IQ variability and cognitive life skills: insights from Spanish students in vocational physical activity and sports training.Frontiers in sports and active living · 2025Article
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Authors and funding
3 authors.
Funding
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Abstract
Academic underachievement is often reported in children with attention-deficit/hyperactivity disorder (ADHD). Research shows working memory (WM), and processing speed (PS) have a predictive role in their academic difficulties. Recent evidence suggests both cognitive functions are related, where slower PS underlies WM deficits. This relationship is not accounted for in the current literature on academic underachievement in children with ADHD. In the current study, the role of PS and WM in the association between ADHD symptom severity and academic achievement is investigated in a sample of 504, 6 to 12 years old children diagnosed with ADHD. Academic achievement is assessed across three subjects (mathematics, reading and spelling), by three measurement methods (standardized tests, parent, and teacher ratings). In addition, the role of PS is investigated in the relationship between ADHD symptom severity and WM. Findings show the association between inattention symptom severity and achievement on all three academic subjects is statistically mediated by PS and WM sequentially. For mathematics and spelling performance, PS was a single mediator in this association. Further, PS statistically mediated the relation between inattention symptom severity and WM performance. Hyperactivity/impulsivity symptom severity predicted mathematics performance directly, but none of the indirect effects were significant. The current results show that PS plays an important role in the academic achievement of children with increased inattention symptoms, as well as the WM deficits often reported in this population. These findings have important implications for theoretical accounts of ADHD, as well as academic interventions, currently focusing primarily on WM deficits.
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