Reading assessment in ADHD and dyslexia in Brazilian teenagers

Introduction Attention Deficit Hyperactivity Disorder (ADHD) and Dyslexia are among the most frequent developmental disorders in school-aged students, both often cause an impact on scholar reading performance. Therefore, it is fundamental to trace differential profile performance such diagnoses. Competent occurs through interaction of several cognitive processes, as decoding, fluency, oral comprehension, that should be assessed evaluation. Objectives The study aimed characterize students with ADHD dyslexia. Methods We 25 adolescents, aged between 11 14 years old, from 6th 9th year middle school public private schools Brazil, divided into two groups: group (16 students) dyslexia (9 students). diagnoses were established by a multidisciplinary center there no comorbidities for any case. instruments used were: Comprehension Test Words Pseudowords II (TCLPP II) assess decoding (indicate if word correct or incorrect); Reading Fluency (TFL) fluency single words text reading; Cloze (TCCL) measure comprehension; WISC vocabulary subtest auditory comprehension. Results Non-parametric analyzes revealed statistically significant differences measures textual especially tasks involved evidencing superior these tests. Participants had significantly higher relation number omissions, is, they lower omission errors. There was difference groups Conclusions A found performance, consistent deficits classically pointed out literature each diagnosis: phonological dyslexia, problems fluency; attentional ADHD, In comprehension measures, dyslexic than Test, but Vocabulary subtest-WISC. An explanatory hypothesis that, understand text, necessary recognize previously, whereas, WISC, not read, since questions oral. These results corroborate more related difficulties recognition skills general listening Financial support: CAPES Proex [grant 0426/2021, no. 23038.006837/2021-73]; CNPq 310845/2021-1] Disclosure Interest None Declared