Inattention, Passivity and Reading Ability in Attention-Deficit Hyperactivity Disorder in a Greek Community SampleHelen Lazaratou1*, Maria Vlassopoulos1, Zacharias Kalogerakis1, George Zelios1, Dimitris Anagnostopoulos1 and Georges Dellatolas2
- Corresponding Author:
- Helen Lazaratou
Assoc. Professor in Child Psychiatry Child and Adolescent Psychiatric Unit
Community Mental Health Center, 1st Psychiatric Department
Medical School, University of Athens, 14 Delou Street
Kessariani, 16121, Athens, Greece
E-mail: [email protected]
Received date: October 29, 2013; Accepted date: December 30, 2013; Published date: January 02, 2014
Citation: Lazaratou H, Vlassopoulos M, Kalogerakis Z, Zelios G (2014) Inattention, Passivity and Reading Ability in Attention-Deficit Hyperactivity Disorder in a Greek Community Sample. J Psychol Abnorm Child 2:109. doi:10.4172/2329-9525.1000109
Copyright: © 2014 Lazaratou H, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Background: Studies on Attention-Deficit Hyperactivity Disorder (ADHD) show high comorbidity with learning
disorders. This study examines the relationships between inattention, hyperactivity and reading performance in a nonreferred
sample of second grade schoolchildren in an Athenian borough.
Methods: 201 pupils attending second grade in public schools were assessed for reading ability. The reading test
was appropriate for second grade pupils according to the Greek curriculum. Teachers completed the Connors Rating
Scale (CTRS) and the Achenbach’s Teacher’s Report Form (TRF).
Results: Attention/learning difficulties reported by the teacher were negatively associated with reading skills,
but hyperactivity and other behaviour problems were not. Furthermore, in linear regression partialling out attention/
learning difficulties, teachers’ reports of hyperactivity or externalizing difficulties was positively associated with reading
skills. Girls showed better reading skills and less hyperactivity than boys. Moreover, passivity was found to be a
compounding factor in reading difficulties.
Conclusion: Among the three subtypes of ADHD according to DSM-IV, the predominantly inattentive has more
possibilities to contribute to reading difficulties, and even more so if it is combined with a child’s passivity.