Dificultades de lectoescritura en trastorno por déficit de atención e hiperactividad

Referencias bibliográficas

• Aberson, B., Shure, M. B., & Goldstein, S. (2007). Social problem-solving intervention can help children with ADHD.
• Alomar, B. O. (2006). Personal and family paths to pupil achievement. Social Behavior and Personality: an international journal, 34(8), 907-922.
• Amador, J. A., & Krieger, V. E. (2013). TDAH, funciones ejecutivas y atención.
• Amador, J. A., Forns, M., Guàrdia Olmos, J., & Peró, M. (2006). Estructura factorial y datos normativos del Perfil de atención y del Cuestionario TDAH para niños en edad escolar. Psicothema, 2006, vol. 18, num. 4, p. 696-703.
• American Psychiatric Association. DSM-5. 2014. Manual diagnóstico y estadístico de los trastornos mentales. México: Editorial Médica Panamericana.
• Andrés, M. I. F., Casas, A. M., Castellar, R. G., & Diago, C. C. (2011). Diferencias entre sujetos con tdah con y sin dificultades en comprensión lectora: los procesos de la comprensión lectora. International Journal of Developmental and Educational Psychology, 3(1), 277-285.
• August, G. J., & Garfinkel, B. D. (1990). Comorbidity of ADHD and reading disability among clinic-referred children. Journal of abnormal child psychology, 18(1), 29-45.
• Barkley, R. A., & Murphy, K. R. (2006). Attention-deficit hyperactivity disorder: A clinical workbook. Guilford Press.
• Biederman, J. (2004). Impact of comorbidity in adults with attention deficit/hyperactivity disorder. The Journal of clinical psychiatry.
• Bignell, S., & Cain, K. (2007). Pragmatic aspects of communication and language comprehension in groups of
• children differentiated by teacher ratings of inattention and hyperactivity. British Journal of Developmental Psychology, 25(4), 499-512.
• Bloomfield, L., Kendall, S., & Fortuna, S. (2010). Supporting parents: Development of a tool to measure self efficacy of parents with learning disabilities. British Journal of Learning Disabilities, 38(4), 303-309.
• Bolaños García, R., & Gómez Betancurt, L. Á. (2009). Características lectoras de niños con trastorno del aprendizaje de la lectura. Acta Colombiana de Psicología, Vol. 12, no. 2 (jul.-dic. 2009); p. 37-45.
• Camañes, T. B., García, Y. S., & Méndez, C. S. (2007). Aprendiendo con los niños hiperactivos: un reto educativo.
• Editorial Paraninfo.
• Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E. (2007). Speaking up for vocabulary: Reading skill differences in young adults. Journal of learning disabilities, 40(3), 226-243.
• Brock, S. E., & Knapp, P. K. (1996). Reading comprehension abilities of children with attention-deficit/hyperactivity disorder. Journal of Attention Disorders, 1(3), 173-185.
• Brook, U., & Boaz, M. (2005). Attention deficit and hyperactivity disorder (ADHD) and learning disabilities (LD):
• adolescents perspective. Patient Education and Counseling, 58(2), 187-191.
• Camarata, S. M., & Gibson, T. (1999). Pragmatic language deficits in attention deficit hyperactivity disorder (ADHD). Mental Retardation and Developmental Disabilities Research Reviews, 5(3), 207-214.
• Clarfield, J., & Stoner, G. (2005). The effects of computerized reading instruction on the academic performance of students identified with ADHD. School Psychology Review, 34(2), 246-254.
• Crespo-Eguílaz, N., & Narbona, J. (2003). Perfiles clínicos evolutivos y transiciones en el espectro del trastorno específico del desarrollo del lenguaje. Revista de neurología, 36(1), 29.
• Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word
• recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific studies of reading, 10(3), 277-299.
• Daley, D., & Birchwood, J. (2010). ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom?. Child: care, health and development, 36(4), 455-464.
• Decker, S. L., McIntosh, D. E., Kelly, A. M., Nicholls, S. K., & Dean, R. S. (2001). Comorbidity among individuals classified with attention disorders. International Journal of Neuroscience, 110(1-2), 43-54.
• DuPaul, G. J., Jitendra, A. K., Volpe, R. J., Tresco, K. E., Lutz, J. G., Junod, R. E. V., ... & Mannella, M. C. (2006). Consultation-based academic interventions for children with ADHD: Effects on reading and mathematics achievement. Journal of Abnormal Child Psychology, 34(5), 633-646.
• Dyson, L. (2010). Unanticipated effects of children with learning disabilities on their families. Learning Disability Quarterly, 33(1), 43-55.
• Etchepareborda, M. C. (2003). La intervención en los trastornos disléxicos: entrenamiento de la conciencia fonológica. Rev Neurol, 36(1), 13-9.
• Faraone, S. V., Biederman, J., Monuteaux, M., Doyle, A. E., & Seidman, L. J. (2001). A psychometric measure of learning disability predicts educational failure four years later in boys with attention-deficit/hyperactivity disorder. Journal of Attention Disorders, 4(4), 220-230.
• Gallardo-Paúls, B., & Moreno-Campos, V. (2014). Oralidad y escritura: argumentación en niños con trastorno por déficit de atención/hiperactividad. Revista de Neurología, 58, S107-S110.
• García, J. N., & de Caso-Fuertes, A. M. (2007). Effectiveness of an improvement writing program according to students’ reflexivity levels. The Spanish Journal of Psychology, 10(2), 303-313.
• García, J. N., & de Caso Fuertes, A. M. (2002). ¿ Es posible mejorar la composición en alumnos con dificultades de aprendizaje y/o bajo rendimiento sin que cambie la reflexividad hacia la escritura?. Psicothema, 14(2), 456-462.
• George, C., Kidd, G., & Brack, M. (2011). Effectiveness of a parent training programme adapted for children with a learning disability. Learning Disability Practice, 14(8).
• Mueller, T. G., Singer, G. H., & Draper, L. M. (2008). Reducing parental dissatisfaction with special education in two school districts: Implementing conflict prevention and alternative dispute resolution. Journal of Educational and Psychological Consultation, 18(3), 191-233.
• Geurts, H. M., & Embrechts, M. (2008). Language profiles in ASD, SLI, and ADHD. Journal of autism and developmental disorders, 38(10), 1931.
• Geurts, H. M., Verté, S., Oosterlaan, J., Roeyers, H., & Sergeant, J. A. (2004). How specific are executive functioning deficits in attention deficit hyperactivity disorder and autism?. Journal of child psychology and psychiatry, 45(4), 836-854.
• Ghelani, K., Sidhu, R., Jain, U., & Tannock, R. (2004). Reading comprehension and reading related abilities in adolescents with reading disabilities and attention deficit/hyperactivity disorder. Dyslexia, 10(4), 364-384.
• Hannah, J. N. (2002). The role of schools in attention-deficit/hyperactivity disorder. Pediatric annals, 31(8), 507-
• Holborow, P. L., & Berry, P. S. (1986). Hyperactivity and learning difficulties. Journal of learning disabilities, 19(7), 426-431.
• Jacobson, L. T., & Reid, R. (2010). Improving the persuasive essay writing of high school students with ADHD. Exceptional Children, 76(2), 157-174.
• Jacobson, L. A., Ryan, M., Martin, R. B., Ewen, J., Mostofsky, S. H., Denckla, M. B., & Mahone, E. M. (2011). Working memory influences processing speed and reading fluency in ADHD. Child Neuropsychology, 17(3),209-224.
• Jonsdottir, S., Bouma, A., Sergeant, J. A., & Scherder, E. J. (2005). The impact of specific language impairment on working memory in children with ADHD combined subtype. Archives of Clinical Neuropsychology, 20(4), 443-456.
• Karande, S., Satam, N., Kulkarni, M., Sholapurwala, R., Chitre, A., & Shah, N. (2007). Clinical and psychoeducational profile of children with specific learning disability and co-occurring attention-deficit hyperactivity disorder. Indian journal of medical sciences, 61(12), 639-647.
• Katz, L. J., Brown, F. C., Roth, R. M., & Beers, S. R. (2011). Processing speed and working memory performance in those with both ADHD and a reading disorder compared with those with ADHD alone. Archives of Clinical Neuropsychology, 26(5), 425-433.
• Kibby, M. Y., & Cohen, M. J. (2008). Memory functioning in children with reading disabilities and/or attention deficit/hyperactivity disorder: a clinical investigation of their working memory and long-term memory functioning. Child Neuropsychology, 14(6), 525-546.
• Kim, O. H., & Kaiser, A. P. (2000). Language characteristics of children with ADHD. Communication disorders quarterly, 21(3), 154-165.
• Londoño, D. M. M., Cifuentes, V. V., & Lubert, C. D. (2011). Caracterización Neuropsicológica de una Muestra de Niños y Niñas con TDAH de la Ciudad de Manizales. Biosalud, 10(1), 30-51.
• Londoño, D. M. M., Cifuentes, V. V., & Lubert, C. D. (2012). Correlación entre las habilidades académicas de lectura y escritura y el desempeño neuropsicológico en una muestra de niños y niñas con TDAH de la ciudad de Manizales. Psicología desde el Caribe, 29(2), 305-329.
• López Villalobos, J. A., Serrano Pintado, I., Delgado Sánchez Mateos, J., Cañas Cañas, M. T., Gil-Díez Usandizaga, C., & Sánchez Azón, M. I. (2004). Trastorno por déficit de atención con hiperactividad: Evolución en dimensiones clínicas, cognitivas, académicas y relacionales. Revista de la Asociación Española de Neuropsiquiatría, (91), 63-80.
• Lora, Alfonsa y Díaz, Maria Jesús. (2013). “Trastornos de aprendizaje en el niño con TDAH”, Curso de Actualización Pediatría 2013
• Lorch, E. P., Diener, M. B., Sanchez, R. P., Milich, R., Welsh, R., & van den Broek, P. (1999). The effects of story structure on therecall ofstoriesin children with attention deficit hyperactivity disorder.Journal of Educational Psychology, 91(2), 273.
• Lorch, E. P., O’Neil, K., Berthiaume, K. S., Milich, R., Eastham, D., & Brooks, T. (2004). Story comprehension and the impact of studying on recall in children with attention deficit hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 33(3), 506-515.
• Mahone, E. M., Koth, C., Schuerholz, L., Singer, H. S., & Denckla, M. B. (1999). Clustering and disinhibition on fluency and recall measures in Tourette syndrome and/or ADHD. Journal of the International Neuropsychological Society, 5, 98.
• Mathers, M. E. (2006). Aspects of language in children with ADHD: Applying functional analyses to explore language use. Journal of Attention Disorders, 9(3), 523-533.
• Matute, E., Rosselli, M., Ardila, A., & Morales, G. (2004). Verbal and nonverbal fluency in Spanish-speaking children. Developmental neuropsychology, 26(2), 647-660.
• Mayes, Sussn. D., y Calhoun, Susan. L. (2007). “Learning, Attention, Writing, and Processing Speed in Typical Children and Children with ADHD, Autism, Anxiety, Depression, and Oppositional-Defiant Disorder” Child Neuropsychology, vol. XIII, núm. 6, pp. 469–493.
• McInnes, A., Humphries, T., Hogg-Johnson, S., & Tannock, R. (2003). Listening comprehension and working memory are impaired in attention-deficit hyperactivity disorder irrespective of language impairment. Journal of abnormal child psychology, 31(4), 427-443.
• Mejía, C., & Cifuentes, V. V. (2015). Comorbilidad de los trastornos de lectura y escritura en niños diagnosticados
• con TDAH. Psicología desde el Caribe, 32(1), 121-143.
• Miller, A. C., Keenan, J. M., Betjemann, R. S., Willcutt, E. G., Pennington, B. F., & Olson, R. K. (2013). Reading comprehension in children with ADHD: Cognitive underpinnings of the centrality deficit. Journal of abnormal child psychology, 41(3), 473-483.
• Miller, A. C., Keenan, J. M., Betjemann, R. S., Willcutt, E. G., Pennington, B. F., & Olson, R. K. (2013). Reading comprehension in children with ADHD: Cognitive underpinnings of the centrality deficit. Journal of abnormal child psychology, 41(3), 473-483.
• Miranda, A., Meliá, A., Presentación, M. J., & Fernández, M. I. (2009). Estudiantes con TDAH y dificultades de aprendizaje,¿ tienen mayor riesgo de experimentar problemas motivacionales?. International Journal of developmental and educational psychology, 1(1), 577-584.
• Miranda, A., Soriano, M., & García, R. (2006). Reading comprehension and written composition problems of children with ADHD: Discussion of research and methodological considerations. Advances in Learning and Behavioral Disabilities, 19(19), 237-256.
• Miranda, Ana M. y Soriano, Manuel. (2011).“Investigación sobre Dificultades en el Aprendizaje en los Trastornos por Déficit de Atención con Hiperactividad en España”. Revista Electrónica de Dificultades de Aprendizaje, vol. I, núm. 1, en: http://www.ldworldwide.org/pdf/spanish/spain/ssl/spain-ssl-n1v1-miranda-soriano.pdf
• Miranda, Ana; Fernández, María Inmaculada; García, Rosa; Roselló, Belén y Colomer, Carla. (2011). “Language and executive functioning skills os students with attention déficit/hyperactivity disorder (ADHD), and in Reading comprehension difficulties (RCD)”, Psicothema, vol. XXIII, núm. 4, pp. 688-694.
• Miranda-Casas, A., Fernández, M. I., Robledo, P., & García-Castellar, R. (2010). Comprensión de textos de estudiantes con trastorno por déficit de atención/hiperactividad:¿ qué papel desempeñan las funciones ejecutivas. revista de neurología, 50(3), 135-142.
• Montoya Londoño, D. M., Varela Cifuentes, V., & Dussan Lubert, C. (2012). Correlation between the reading and writing academic skills and the neuropsychological performance in a sample of children with adhd from the city of manizales. Psicología desde el Caribe, 29(2), 305-329.
• Nigg, J. T. (2013). Attention-deficit/hyperactivity disorder and adverse health outcomes. Clinical psychology review, 33(2), 215-228.
• O’Neill, M. E., & Douglas, V. I. (1991). Study strategies and story recall in attention deficit disorder and reading disability. Journal of Abnormal Child Psychology, 19(6), 671-692.
• Parellada, Mara. (2009), TDAH Trastorno por déficit de atención e hiperactividad. De la infancia a la edad adulta,
• Madrid, Alianza.
• Pascual-Castroviejo, Ignacio. (2008).“Trastornos por déficit de atención e hiperactividad (TDAH)”, Neuropediatria, 140-150. Journal of Abnormal Child Psychology, vol. XXXI, núm. 4, pp. 427-443.
• Pennington, B. F., Groisser, D., & Welsh, M. C. (1993). Contrasting cognitive deficits in attention deficit hyperactivity disorder versus reading disability. Developmental Psychology, 29(3), 511.
• Pérez, C. R., García, D. Á., Castro, P. G., Sánchez, J. N. G., Pérez, L. Á., Pérez, J. C. N., ... & Gutiérrez, A. B. B. (2009). TDAH y Dificultades de Aprendizaje en escritura: comorbilidad en base a la Atención y Memoria Operativa. European journal of education and psychology, 2(3), 180-198.
• Perfetti, C. A. (1985). Reading ability. oxford university Press.
• Purvis, K. L., & Tannock, R. (1997). Language abilities in children with attention deficit hyperactivity disorder,
• reading disabilities, and normal controls. Journal of abnormal child psychology, 25(2), 133-144.
• Purvis, K. L., & Tannock, R. (1997). Language abilities in children with attention deficit hyperactivity disorder, reading disabilities, and normal controls. Journal of abnormal child psychology, 25(2), 133-144.
• Purvis, Karen y Tannock, Rosemary. (2000). “Phonological Processing, Not Inhibitory Control, Differentiates ADHD and Reading Disability”, Journal of the American Academy of Child & Adolescent Psychiatry, vol.XXXIX, núm. 4, pp. 485-494.
• Rapin, I., & Dunn, M. (2003). Update on the language disorders of individuals on the autistic spectrum. Brain and development, 25(3), 166-172.
• Re, Anna María, Pedron, Martina y Cornoldi, Cesare. (2007). “Expressive writing difficulties in children described as exhibiting ADHD symptoms”, Journal of Learning Disabilities, vol. XL, núm. 3, pp. 244-255.
• Rebollo, M. A., & Montiel, S. (2006). Atención y funciones ejecutivas. Revista de neurología, 42(2), 53-57.
• Renz, K., Lorch, E. P., Milich, R., Lemberger, C., Bodner, A., & Welsh, R. (2003). On-line story representation in boys with attention deficit hyperactivity disorder. Journal of abnormal child psychology, 31(1), 93-104.
• Ripoll, J. C. (2015). Legibilidad de distintos tipos de letra en alumnos de primero de primaria. Infancia y Aprendizaje, 38(3), 600-616.
• Robledo-Ramon, P., & García-Sánchez, J. N. (2014). Contexto familiar del alumnado con dificultades de aprendizaje o TDAH, percepciones de padres e hijos.
• Rodillo, Eliana. (2015).“Trastorno por déficit de atención e hiperactividad (TDAH) en adolescentes”, Revista
• Médico Clínica las Condes, vol. XXVI, núm. 1, pp. 52-59.
• Rodríguez Molinero, L., López Villalobos, J. A., Garrido Redondo, M., Sacristán Martín, A. M., Martínez Rivera, M. T., & Ruiz Sanz, F. (2009). Estudio psicométrico-clínico de prevalencia y comorbilidad del trastorno por déficit de atención con hiperactividad en Castilla y León (España). Pediatría Atención Primaria, 11(42), 251-270.
• Roodenrys, S., Koloski, N., & Grainger, J. (2001). Working memory function in attention deficit hyperactivity disordered and reading disabled children. British Journal of Developmental Psychology, 19(3), 325-337.
• Rucklidge, Julia J. y Tannock, Rosemary. (2002). “Neuropsychological profiles of adolescents with ADHD: effects
• of Reading difficulties and gender”, Journal of Child Psychology and Psychiatry, vol. XLIII, núm. 8, pp. 988-1003
• Rumpf, A. L., Kamp-Becker, I., Becker, K., & Kauschke, C. (2012). Narrative competence and internal state language of children with Asperger Syndrome and ADHD. Research in Developmental Disabilities, 33(5), 1395-1407.
• Salvador, Francisco y Gutiérrez, Rafaela. (2005). Atención Educativa al alumnado con dificultades en lectura y escritura, Málaga, Aljibe.
• Saucedo, Claudia. y Pérez, Gilberto (2009), “Las madres de familia como agentes de presión en la escuela secundaria”, 20 de agosto de 2009, en: http://www.comie.org.mx/congreso/memoria/v9/ponencias/at16/PRE1178647928.pdf
• Seitsinger, Anne M., Felner, Robert D., Brand, Stephen y Burns, Amy. (2008). “A large-scale examination of the nature and efficacy os teachers practices to engage parents:Assessment, parental contact, and student-level impact”, Journal of School Psychology, vol. XLVI, núm. 4, pp. 477-505.
• Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E. (2009). The contribution of executive skills
• to reading comprehension. Child Neuropsychology, 15(3), 232-246.
• Sexton, Chris C.; Heather, Gelhorn; Bell, Jill A. y Classi, Peter M. (2011). “The Co-occurrence of Reading Disorder and ADHD: Epidemiology Treatment, Psychosocial Impact, and Economic Burden”, Journal of Learning Disabilities, vol. XLV, núm. 6, pp. 538-564.
• Spira, Elana Greenfield y Fischel, Janet. (2005). “The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: a review”, Journal of Child Psychology and Psychiatry, vol. XLVI, núm. 7, pp. 755-773.
• Stern, P., & Shalev, L. (2013). The role of sustained attention and display medium in reading comprehension among adolescents with ADHD and without it. Research in developmental disabilities, 34(1), 431-439.
• Stern, P., & Shalev, L. (2013). The role of sustained attention and display medium in reading comprehension among adolescents with ADHD and without it. Research in developmental disabilities, 34(1), 431-439.
• Tannock, R., Martinussen, R., & Frijters, J. (2000). Naming speed performance and stimulant effects indicate effortful, semantic processing deficits in attention-deficit/hyperactivity disorder. Journal of abnormal child psychology, 28(3), 237-252.
• Tannock, R., Purvis, K. L., & Schachar, R. J. (1993). Narrative abilities in children with attention deficit hyperactivity disorder and normal peers. Journal of abnormal child psychology, 21(1), 103-117.
• Todd, R. D., Huang, H., Smalley, S. L., Nelson, S. F., Willcutt, E. G., Pennington, B. F., ... & Neuman, R. J. (2005). Collaborative analysis of DRD4 and DAT genotypes in population defined ADHD subtypes. Journal of Child Psychology and Psychiatry, 46(10), 1067-1073.
• Van De Voorde, S., Roeyers, H., Verté, S., & Wiersema, J. R. (2010). Working memory, response inhibition, and within-subject variability in children with attention -deficit/hyperactivity disorder or reading disorder. Journal
• of Clinical and Experimental Neuropsychology, 32(4), 366-379.
• Vaquerizo-Madrid, J., Estévez-Díaz, F., & Pozo-García, A. (2005). El lenguaje en el trastorno por déficit de atención con hiperactividad: competencias narrativas. Revista de neurología, 41(1), 83-89.
• Vaquerizo-Madrid, Julián; El lenguaje en el trastorno por déficit de atención con hiperactividad: competencias narrativas
• Verdu Pérez, A. (2014). Manual de Neurología Infantil (2da ed.). Alicante: Panamericada
• Wiig, Elizabeth; Secord, Wayne y Semel, Eleanor. (2006), Clinical evaluation of language fundamentals preschool,
• London, UK, Harcourt Assessment.
• Willcutt, E. G., Pennington, B. F., Boada, R., Ogline, J. S., Tunick, R. A., Chhabildas, N. A., & Olson, R. K. (2001). A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder. Journal of abnormal psychology, 110(1), 157.
• Ygual, A. (2011). Los trastornos del lenguaje en el trastorno por déficit de atención con hiperactividad (TDAH). Revista de Logopedia, Foniatría y Audiología, 31 (4), 181-182
• Zentall, S. S., & Lee, J. (2012). A Reading Motivation Intervention With Differential Outcomes for Students At Risk
• for Reading Disabilities, ADHD, and Typical Comparisons: “Clever Is and Clever Does”. Learning Disability Quarterly, 35(4), 248-259.