Neurocognitive and behavioral predictors of the simple view of reading in clinically evaluated children with and without ADHD.

Alissa M. Cole-Olsen; Fatou Gaye; Julia Nazarova O.; Christian J. Padron; Michael Kofler

doi:10.1037/neu0001078

March 26, 2026NeuropsychologyOpen Access

Neurocognitive and behavioral predictors of the simple view of reading in clinically evaluated children with and without ADHD.

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Key Points

To identify how neurocognitive and behavioral factors predict reading outcomes in children with ADHD and those without.
Analyzed neurocognitive and behavioral data from clinically evaluated children.
Compared reading abilities between children diagnosed with ADHD and those without.
Investigated predictors of reading difficulties based on neurocognitive assessments.
Neurocognitive weaknesses were significantly linked to reading difficulties.
Children with ADHD showed distinct reading challenges compared to non-ADHD peers.
Behavioral factors also contributed to predicting reading outcomes.

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Implication

Neurocognitive weaknesses predict reading difficulties in clinically evaluated children with and without ADHD, suggesting targeted interventions may help.

Abstract

These findings highlight the role of neurocognitive weaknesses for comprehensively understanding reading difficulties in clinically evaluated children with and without ADHD. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

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Cite This Study

Cole-Olsen et al. (2026) studied this question.

synapsesocial.com/papers/69c7723a8bbfbc51511e2916 https://doi.org/10.1037/neu0001078

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Neurocognitive and behavioral predictors of the simple view of reading in clinically evaluated children with and without ADHD.

Key Points

Ask about this paper

Implication

Abstract

Discussion

Cite This Study

Neurocognitive and behavioral predictors of the simple view of reading in clinically evaluated children with and without ADHD.

Key Points

Ask about this paper

Implication

Abstract

Discussion

Cite This Study

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