Evaluating reading and metacognitive deficits in children and adolescents with attention deficit hyperactivity disorder

Referències bibliogràfiques

• Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.) Handbook of reading research (Vol 3, pp. 285-310). Mahwah, NJ: Erlbaum.
• Asociación Americana de Psiquiatría (2002). Manual diagnóstico y estadístico de los trastornos mentales. Texto revisado. DSM-IV-TR. [Diagnostic and statistical manual of mental disorders DSM-IV-TR]. Barcelona: Masson.
• Assef, E. C., Capovilla, A. G., & Capovilla, F. C. (2007). Computerized Stroop test to assess selective attention in children with attention deficit hyperactivity disorder. The Spanish Journal of Psychology, 10, 33-40.
• August, G. J., & Garfinkel, G. D. (1990). Comorbility of ADHD and reading disability among clinic referred children. Journal of Abnormal Psychology, 18, 29-45. doi:10.1007/BF00919454
• Biederman J., Faraone S., Milberger S., Curtis S., Chen L., Marrs A., Spencer, T. (1996). Predictors of persistence and remission of ADHD into adolescence: Results from four-year prospective follow-up study. Journal of American Academy of Child & Adolescent Psychiatry, 35, 343-351. doi:10.1097/00004583-199603000-00016
• Blondis, M. L., Roizen, T. J., & Fiskin, J. (1995). Motor control and perceptual-motor deficit associations with ADHD children. Archives of Pediatrics and Adolescent Medicine, 149, 66-78.
• Bonafina, M. A., Newcon, J. H., McKay, K. E., Koda, V. H., & Halperin, J. M. (2000). ADHD and reading disabilities: A cluster analytic approach for distinguishing subgroups. Journal of Learning Disabilities, 33, 297-307. doi:10.1177/002221940003300307
• Brown, A. L. (1977). Development, schooling and the acquisition of knowledge about knowledge. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 241-253). Hillsdale, NJ: Erlbaum.
• Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce, & W. F. Brewer. (Eds.), Theoretical issues in reading comprehension (pp. 453-481). Hillsdale, NJ: LEA.
• Brown, T. E. (2000). Attention-deficit disorders and their comorbidity in children, adolescents and adults. Washington, DC: American Psychiatric Press.
• Cantwell, O., & Baker, L. (1991). Association between attention deficit-hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24, 88-95. doi:10.1177/002221949102400205
• Cardo E., & Servera, M. (2003). Trastorno por déficit de atención con hiperactividad. Una visión global [Attention Deficit Hyperactivity Disorder. A global view]. Anales de Pediatría, 58, 225-228.
• Cardo, E., Servera, M., & Llobera, J. (2007). Estimación de la prevalencia del trastorno por déficit de atención e hiperactividad en población normal de la Isla de Mallorca [Estimating the prevalence of Attention Deficit/hyperactivity Disorder in the general population of the island of Majorca]. Revista de Neurología, 44(1), 10-14.
• Carlson, S., Moses, L., & Hix, H. (1998). The role of the inhibitory processes in young children's difficulties with deception and false belief. Child Development, 69, 672-691. doi:10.1111/j.1467-8624.1998.00672.x
• Carroll, J. B. (1964). The analysis of reading instruction: Perspectives from psychology and linguistics. In 63rd Yearbook, National Society for the Study of Education, Part I, Theories of learning and instructions (pp. 601-616). Chicago, IL: University of Chicago Press.
• Cuetos, F., & Ramos, J. L. (1999). PROLEC-SE. Evaluación de los procesos lectores en alumnos de tercer ciclo de educación primaria y educación secundaria obligatoria. [PROLEC-SE: Evaluating reading processes in students in the upper grades of elementary school and in secondary school]. Madrid: TEA Ediciones.
• Dalby, T. (1985). Taxonomic separation of attention deficit disorders and developmental reading disorders. Contemporary Educational Psychology, 10, 228-234. doi:10.1016/0361-476X(85)90019-0
• DSM-IV (1995). Manual diagnóstico y estadístico de los trastornos mentales. (ed. Española). [Diagnostic and statistical manual of mental disorders. (Spanish ed.)] Barcelona: Masson.
• DSM-IV-RT (2000). Manual diagnóstico y estadístico de los trastornos mentales (85-93). [DSM-IV-TR (2000). Diagnostic and statistical manual of mental disorders (85-93).] Washington, DC: American Psychiatric Association.
• Dykman, R. A., & Ackerman, P. I. (1991). Attention deficit disorder and specific reading disability. Separate but often overlapping disorder. Journal of Learning Disabilities, 24, 96-102. doi:10.1177/002221949102400206
• Felton, R. H., & Wood, F. B. (1989). Cognitive deficits in reading-disability and attention deficit disorder. Journal of Learning Disabilities, 22, 13-22. doi:10.1177/002221948902200102
• Flavell, J. H. (1976). Metacognitive aspects of problem solving. In B. Resnick (Eds.), The nature of intelligence (pp. 231-236). Hillsdale, NJ: Erlbaum.
• Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Eds.), Children's oral communication skills (pp. 35-60). New York, NY: Academic Press.
• Golden, C. J. (1981) The Luria Nebraska children's battery: Theory and formulation. In G. W., Hynd, & Obrzut (Eds.) Neuropsychological assessment and the school aged child (pp 277-302). New York, NY: Grune & Stratton.
• Gómez-Betancur, L. A., Pineda, D. A., & Aguirre-Acevedo, D. C. (2005). Conciencia fonológica en niños con trastorno de la atención sin dificultades en el aprendizaje [Phonological awareness in children with Attention Deficit Disorder without learning disabilities]. Revista de Neurología, 40, 581-586.
• Harris, J. (1995). Neuropsychological testing: Assessing the mechanism of cognition and complex behavioral functioning: In J. Harris (Ed.), Developmental neuropsychiatry (pp. 20-54). New York, NY: Oxford University Press.
• Jacobs, J. E., & Paris, S. G. (1987). Children's metacognition about reading: Issues in definition, measurement and instruction. Educational Psychologist, 22, 255-278. doi:10.1207/s15326985ep2203&4_4
• Jiménez González J. E., & Ortiz González M. R. (2000). Metalinguistic awareness and reading acquisition in the Spanish language. The Spanish Journal of Psychology, 3, 37-46.
• Jiménez, V., Puente, A., Alvarado, J. M., & Arrebillaga, L. (2009). Measuring metacognitive strategies using the reading awareness escale ESCOLA. Electronic Journal of Research in Educational Psychology, 7, 774-804.
• Kadesjo, B., & Gillberg, C. (2001). The comorbility of ADHD in the general population of Swedish school-age children. Journal of Child Psychology and Psychiatry, 42, 487-492. doi:10.1017/S0021963001007090
• Kurtz, B. E., & Borkowski, J. (1987). Development of strategic skills in impulsive and reflective children: A longitudinal study of metacognition. Journal of Experimental Child Psychology, 43, 129-148. doi:10.1016/0022-0965(87)90055-5
• Lezak, M. (1995). Neuropsychological assessment (3a Ed.). New York, NY: Oxford University Press.
• Luria, A. (1966). Human brain and psychological processes. New York, NY: Harper and Row.
• Luria, A. (1973). The Working Brain: An Introduction to Neuropsychology. HarperCollins, Canada: Basic Books.
• Luria, A. (1980). Higher cortical functions in man. New York, NY: Basic Books.
• Maldonado, E. F., Trianes M. V., Cortés, A., Moreno E., & Escobar M. (2009). Salivary Cortisol Response to a Psychosocial Stressor on Children Diagnosed with Attention-Deficit/Hyperactivity Disorder: Differences between diagnostic subtypes. The Spanish Journal of Psychology, 12, 707-714
• Mayor, J., Suengas, A., & González, J. (1993) Estrategias metacognitivas. Aprender a aprender y aprender a pensar. [Metacognitive strategies. Learning to learn and learning to think]. Madrid: Síntesis.
• Meichenbaum, D., & Goodman, S. (1971). Training impulsive children to talk to themselves: A mean of developing self-control. Journal of Abnormal Psychology, 77, 115-126. doi:10.1037/h0030773
• Miranda, A., García, R., & Jara, P. (2001). Acceso al léxico y comprensión lectora en los distintos subtipos de niños con trastorno por déficit de atención con hiperactividad [Lexical access and reading comprehension in children with different subtypes of attention deficit hyperactivity disorder]. Revista de Neurología Clínica, 2, 125-138.
• Miranda A., Grau D., Rosel J., & Meliá A. (2009). Understanding discipline in families of children with attention-deficit/hyperactivity disorder: A structural equation model. The Spanish Journal of Psychology, 12, 496-505
• Miranda-Casas, A., Ygual-Fernández, A., Mulas-Delgado, F. Roselló-Miranda, B., & Bo, R. M. (2002). Procesamiento fonológico en niños con trastorno por déficit de atención con hiperactividad: ¿es eficaz el metilfenidato? [Phonological processing in children with attention deficit hyperactivity disorder: Is methylphenidate effective?] Revista de Neurología, 34, 115-121.
• Mokhtari, K., & Reichard, C. A. (2002). Assessing student's metacognitive awareness of reading strategies. Journal of Educational Psychology, 94, 249-259. doi:10.1037//0022-0663.94.2.249
• Norman, D. A., & Shallice, T. (1986). Attention to action: Willed and automatic control behavior. CHIP Report 99. San Diego, CA: University of California at San Diego.
• Passler, M. A., Isaac, W., & Hynd, G. W. (1985). Neuropsychological development of behavior attributed to frontal lobe functioning in children. Developmental Neuropsychology, 1, 349-370. doi:10.1080/87565648509540320
• Pennington, B. E., Groisser, D., & Welsh, M. C. (1993). Contrasting cognitive deficits hyperactivity disorder versus reading disability. Developmental Psychology, 29, 511-523. doi:10.1037/0012-1649.29.3.511
• Pennington, B. F., McGrath, L. M., Rosenberg, J., Barnard, H., Smith, S. D., Willcutt, Olson, R. K. (2009). Gene x environment interactions in reading disability and attention-deficit/hyperactivity disorder. Developmental Psychology, 45, 77-89. doi:10.1037/a0014549
• Puente A., Jiménez V., & Alvarado J. M. (2009). ESCOLA. Escala de Conciencia Lectora [Reading awareness scale]. Madrid: EOS.
• Roselló, B., Amado, L., & Bo, R. M. (2000). Patrones de comorbilidad en los distintos subtipos de niños con trastornos por déficit de atención con hiperactividad [Patterns of comorbidity in children with different subtypes of attention deficit hyperactivity disorder]. Revista de Neurología Clínica, 1, 181-192.
• Samuelson, S., Lundberg, I., & Herkner, B. (2004). ADHD and reading disability in male adult: Is there a connection. Journal of Learning Disabilities, 37, 155-168. doi:10.1177/00222194040370020601
• Semrud-Clikeman, M., Biederman, J., Sprich-Buckminster, S., Lehman, B. K., Faraone, S. V., & Norman, D. (1992). Comorbility between ADHD and learning disability: A review and report in a clinically referred sample. Journal of American Academy of Child and Adolescent Psychiatry, 31, 439-448. doi:10.1037/0012-1649.29.3.511
• Shallice, T. (1988). From neuropsychology to mental structure. Cambridge: Cambridge University Press.
• Shaywitz B. A., & Shaywitz S. E., (1991). Comorbidity: a critical issue in attention deficit disorder. Journal of Child Neurology, 6, 13-22. doi:10.1177/002221949102400202
• Stuss, D. T., & Alexander, M. (2000). Executive function and the frontal lobes: A conceptual view. Psychological Research, 63, 289-298. doi:10.1007/s004269900007
• Stuss, D. T., & Benson, D. (1986). The frontal lobes. New York, NY: Raven Press.
• Tannock, R., & Brown, T. E. (2000). Attention deficit disorders with learning disorders in children and adolescent. In T. E. Brown (Ed.), Attention deficit disorders and comorbility in children, adolescent and adult (pp. 231-296). Washington, DC: American Psychiatric Press.
• Welsh, M. C., & Pennington, B. F. (1988). Assessing frontal lobefunctioning in children: Views from developmental psychology. Developmental Neuropsychology, 4, 199-230. doi:10.1080/87565648809540405
• Weyandt, L., & Willis, W. (1994). Executive function in school-aged children: Potential efficacy of tasks in discriminating clinical groups. Development Neuropsychology, 10, 27-38. doi:10.1080/87565649409540564
• Willcutt, E. G., & Pennington, B. F. (2000). Comorbility of reading disabilities and attention-deficit/hyperactivity disorder. Differences by gender and subtypes. Journal of Learning Disabilities, 33, 179-191. doi:10.1177/002221940003300206
• Willcutt, E. G., Pennington, B. F., Olson, R. K., Chhabildas, N., & Hulslander, J. (2005). Neuropsychological analyses of comorbidity between reading disability and attention deficit hyperactivity disorder: In search of the common deficit. Developmental Neuropsychology, 27, 35-78. doi:10.1207/s15326942dn2701_3
• Willcutt, E. G., Pennington, B. F., Olson, R. K., & DeFries, J. C. (2007). Understanding comorbidity: A twin study of reading disability and attention-deficit/hyperactivity disorder. American Journal of Medical Genetics. 144B, 709-714. doi:10.1002/ajmg.b.30310
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
• Ygual, A., & Marco, R. (2008). Procesos psicolingüísticos y acceso léxico de estudiantes con TDAH. In J. A. González-Pineda, & J. C. Núñez (Coords.), Psicología y Educación. Un lugar de encuentro [Psychology and education. A point of intersection] (pp. 1929-1933). Oviedo: Ediuno.