Characteristics of writing and reading difficulties in elementary school students with attention deficit hyperactivity disorder
https://doi.org/10.26907/2541-7738.2025.4.39-50
Abstract
Existing theoretical and practical approaches to identifying writing and reading difficulties among elementary school students with attention deficit hyperactivity disorder (ADHD) were discussed. Although inclusive education still evades recognizing such students as a distinct nosological group of learners with special educational needs, teaching them can only be effective if a clear understanding of the causes andmechanisms underlying educational difficulties is achieved. Based on the obtained results, the prospects of using a neuropsychological approach to investigate different writing and reading errors made by children with ADHD were demonstrated. A typology of the most common errors was proposed. Actual cases drawn from the practice of a speech therapist, including the catamnestic information, were analyzed, and it was revealed that the success of speech therapy for children with ADHD is determined in many ways by our knowledge of the structure of this disorder and possible causes of writing errors associated with it. Therefore, further research on writing and reading difficulties faced by elementary school students with ADHD is needed, with a particular focus on the collection and statistical processing of data on the prevalence of various types of errors.
About the Author
A. S. Volodina
Moscow Pedagogical State University
Russian Federation
Russian Federation
Anna S. Volodina, Cand. Sci. (Pedagogy), Associate Professor, Department of Speech Therapy
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Review
For citations:
Volodina A.S. Characteristics of writing and reading difficulties in elementary school students with attention deficit hyperactivity disorder. Kazan Journal of Historical, Linguistic, and Legal Research. 2025;167(4):39-50. (In Russ.) https://doi.org/10.26907/2541-7738.2025.4.39-50
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