Dr Hicham Marbouh
Reading Processes in Students with Attention Deficit Disorder with Hyperactivity
• Introduction and thesis: Attention Deficit Hyperactivity Disorder (ADHD) is a disorder that shows up in young children and causes more complications in adulthood. In this chapter, the author explain how learning is associated with a certain attention and intelligence. In that manner a complex activity can or can’t decide the comprehension of names and concepts or even school subjects. Students who suffer from ADHD present somehow alterations in some functions that manage to plan, concentrate, control, and assimilate cognitive capacities. Therefore, these students can’t process information and have deficits with the use of working memory. Because of the alterations, students with ADHD show difficulties in the learning process of phonological features of the language like reading and writing. There was a study conducted to make a comparison between students who have a good academic performance and the others with Attention Deficit Hyperactivity Disorder.
• Main points: the study was done on forty student of both genders from elementary school; their ages were between 8 and 11 years old. These students were divided into two, the first group GI included 20 student with ADHD ( 14 males and 6 females) and the second group GII had also 20 students who were selected based on their outstanding academic performance (11 males and 9 females). This evaluation was divided into 4 parts. The 1st part was to test their ability to test the difference, differentiate and recognize words. The 2nd part has four tests to test the lexical process in which the students must look up only the real and correct words. In the third test the volunteers were tested in grammar and punctuation, and the fourth and final test was done to evaluate whether the students could draw out the significance of clauses. As a result the group GI showed a higher performance than GII.
• Strengths: this book has a clear tittle that summarizes and gives an idea about what the authors are going to tackle. Additionally, it is not directed only to medical students or researchers in psychology or neurological field, it is rather dedicated to the general audience and the information is current and up to date.
• Weaknesses: the sample the author used was not significant and the test results had to be verified and developed.
• Author background: Simone Aparecida Capellini is the director of the learning disabilities investigation laboratory (LIDA). She graduated at Fonoaudiologia in 1992 from university of Sacred heart. Simone had her master’s degree at the educational communication disorders in the catholic university of Sao Paulo. She has a Ph.D. in speech therapy at Clinical Medicine.
To sum up, the author accomplished his purpose in showing the reading and process of students with ADHD compared to normal students. Students of GII showed better performance in PROLEC tests than students of GI. However, GI students had difficulties to accomplish the letter-sound test, but they did very well at the lexical-decision test and in the tests of syntactic and semantic processes. Moreover, the majority of students from GII presented normal performance in all tests compared to GI students. To conclude, based on this study, the cognitive processes affect the attentional factor. I would definitely recommend this book for students who are interested in developing their approach to ADHD and how to deal and interact with the children with the disorder.
CAPELLINI, SIMONE APARECIDA. A Handbook of Attention Deficit Hyperactivity Disorder
(ADHD) in the Interdisciplinary Perspective. Bentham Science Publishers Ltd, 2016. EBSCOhost,libproxy.aui.ma/login?url=http://search.ebscohost.com/login.aspx?direct=true;db=nlebk;AN=1511875;site=ehost-live.
FAPESP. “Simone Aparecida Capellini – Research Supported by FAPESP.” APPETITE, www.bv.fapesp.br/en/pesquisador/8710/simone-aparecida-capellini/.web.