Correlation between academic reading and writing skills and neuropsychological performance in a sample of children with ADHD Manizales
Keywords:
Desempeño Neuropsicológico, Habilidades académicas, Trastorno por Deficit de atención con hiperactividadAbstract
This article is about the correlation of several neuropsychological performance skills such as reading and writing, we used a sample of school children between 6 and 14 years diagnosed with ADHD OF city of Manizales (Colombia). Materials and methods: A cross sectional correlational analysis that crossed variables that evaluated the accuracy of phono-graphemic corresponden ces, as well as understanding the composition and the speed in scriptural reading and attentional performance, executive functions and memory. Objective: To correlate the performance of a group of children with ADHD with the tasks of academic skills of reading and writing and theirs neuropsychological assessment (ENI) in neuropsychological performance in the processes of attention, memory and executive functions. Results: We confirmed by the use of correlations the importance of certain cognitive prerequisites for learning reading and writing. Conclusions: The correlations confirm the predictive value set that has the neuropsychological performance in academic performance, making evident the importance of certain cognitive prerequisites in scriptural reading and performance.
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