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Wolf, M., & Bowers, P. G. (1999). The Double-Deficit Hypothesis for the Developmental Dyslexias. Journal of Educational Psychology, 91, 415-438.

has been cited by the following article:

  • TITLE: Performance of Phonological Processing in Children with Attention Deficit Hiperactivity Disorder

    AUTHORS: Talita Fernanda Gonçalves-Guedim, Patrícia Abreu Pinheiro Crenitte

    KEYWORDS: Children, Evaluation, Learning, Reading, Writing

    JOURNAL NAME: Psychology, Vol.6 No.10, August 20, 2015

    ABSTRACT: Purpose: The objective of this study was to compare the performance of Phonological Processing (Phonological Awareness, Lexical Acess and Working Memory) between children with ADHD and children with typical development. Methods: Participated in this study, 30 school aged children of both genders aged between 9 - 12 years, divided into 2 groups: Experimental Group (EG), 15 children with ADHD combined type and, Control Group (CG), 15 children with typical development, who attended elementary school in public and private education. The instruments utilized were: Phonological Awareness Test—Sequential Assessment Tool (CONFIAS); Rapid automatic Naming Testd); and Proof of repetition of nonsense words (Kessler, 1997). Results: The results revealed differences between in the instruments used. Conclusion: Regarding the performance of Phonological Processing, the children with ADHD showed lower performance in Phonological Awareness, Access to Lexical and Phonological Memory compared to children with typical development.