Faculty
Schulich School of Medicine and Dentistry
Supervisor Name
Deanna Friesen
Keywords
ADHD, Reading Comprehension, Memory Recall, Working Memory, Children
Description
This project examined the influence of background knowledge on reading comprehension and memory recall of children with Attention Deficit Hyperactivity Disorder in comparison to typically developing children. Furthermore, the true or false scores and average story recalls of the two groups of children, ADHD and without ADHD were also compared. The participants varied in ages 9-14 years old and were assigned a self-paced reading task followed by 24 true or false questions and two memory recall questions. For both groups of children, the amount of background knowledge an individual conveyed did not correlate to their reading comprehension and memory recall. However, a significant difference was seen between the average story recalls of the children with and without ADHD, in which the typically developing children performed better.
Acknowledgements
Special thank you to Deanna Friesen for the guidance and mentorship during this project and the USRI program.
Thank you to Olivia Ward, the USRI program supervisors and coordinators, and Western Education for the opportunity.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Document Type
Poster
Included in
Disability and Equity in Education Commons, English Language and Literature Commons, Neuroscience and Neurobiology Commons, Psychology Commons
Assessing Reading Comprehension and Memory Recall of Children with Attention Deficit Hyperactivity Disorder
This project examined the influence of background knowledge on reading comprehension and memory recall of children with Attention Deficit Hyperactivity Disorder in comparison to typically developing children. Furthermore, the true or false scores and average story recalls of the two groups of children, ADHD and without ADHD were also compared. The participants varied in ages 9-14 years old and were assigned a self-paced reading task followed by 24 true or false questions and two memory recall questions. For both groups of children, the amount of background knowledge an individual conveyed did not correlate to their reading comprehension and memory recall. However, a significant difference was seen between the average story recalls of the children with and without ADHD, in which the typically developing children performed better.