Abstract:

Success in higher education is highly dependent on students' ability to use efficiently academic reading comprehension content for study. Beyond the established role of linguistic factors such as vocabulary knowledge and word fluency, there is a rising interest in exploring how reading comprehension is supported by executive functions (EF), which are assumed to be part of every learning task that requires a cognitively active and controlled performance from the learner. Yet, few studies have attempted to evaluate these cognitive processes in relation to reading comprehension outcomes of college students diagnosed with Attention deficit disorder (ADHD) who display symptoms and impairments of EF. Specifically, here we explored whether improved comprehension is associated with enhanced executive functioning and is it reflected differently by self-reports and performance-based measures in adults with ADHD. 140 Undergraduate students with and without ADHD completed EF indirect self-report questionnaire (the Behavior Rating Inventory of Executive Function–Adult version BRIEF-A) and administered direct EF tests measures (working memory, inhibition and planning). Linguistic factors and reading comprehension were also assessed. Significant main effects of ADHD diagnosis and comprehension proficiency were found on both direct and indirect EF measures. Multiple regression analyses revealed that EF abilities made a significant contribution to the prediction of reading comprehension scores beyond other linguistic predictors (reading skills and vocabulary) in both groups. Current results highlight the use of a multi-focused approach for dealing with reading comprehension difficulties among undergraduate students with ADHD. Using direct and indirect measures of EF abilities may benefit in recognizing readers' characteristics toward adjusting interventions and particularly among individuals with ADHD.

Keywords:

Reading comprehension, undergraduate students, executive functions, ADHD.