{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T20:28:07Z","timestamp":1763497687088},"reference-count":61,"publisher":"Cambridge University Press (CUP)","issue":"2","license":[{"start":{"date-parts":[[2016,10,4]],"date-time":"2016-10-04T00:00:00Z","timestamp":1475539200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/www.cambridge.org\/core\/terms"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Psychol. Med."],"published-print":{"date-parts":[[2017,1]]},"abstract":"<jats:sec id=\"S0033291716002531_sec_a1\"><jats:title>Background<\/jats:title><jats:p>Attention deficit hyperactivity disorder (ADHD) is frequently associated with poorer reading ability; however, the specific neuropsychological domains linking this co-occurrence remain unclear. This study evaluates information-processing characteristics as possible neuropsychological links between ADHD symptoms and RA in a community-based sample of children and early adolescents with normal IQ (\u2a7e70).<\/jats:p><\/jats:sec><jats:sec id=\"S0033291716002531_sec_a2\" sec-type=\"methods\"><jats:title>Method<\/jats:title><jats:p>The participants (<jats:italic>n<\/jats:italic> = 1857, aged 6\u201315 years, 47% female) were evaluated for reading ability (reading single words aloud) and information processing [stimulus discriminability in the two-choice reaction-time task estimated using diffusion models]. ADHD symptoms were ascertained through informant (parent) report using the Development and Well-Being Assessment (DAWBA). Verbal working memory (VWM; digit span backwards), visuospatial working memory (VSWM, Corsi Blocks backwards), sex, socioeconomic status, and IQ were included as covariates.<\/jats:p><\/jats:sec><jats:sec id=\"S0033291716002531_sec_a3\" sec-type=\"results\"><jats:title>Results<\/jats:title><jats:p>In a moderated mediation model, stimulus discriminability mediated the effect of ADHD on reading ability. This indirect effect was moderated by age such that a larger effect was seen among younger children.<\/jats:p><\/jats:sec><jats:sec id=\"S0033291716002531_sec_a4\" sec-type=\"conclusion\"><jats:title>Conclusion<\/jats:title><jats:p>The findings support the hypothesis that ADHD and reading ability are linked among young children via a neuropsychological deficit related to stimulus discriminability. Early interventions targeting stimulus discriminability might improve symptoms of inattention\/hyperactivity and reading ability.<\/jats:p><\/jats:sec>","DOI":"10.1017\/s0033291716002531","type":"journal-article","created":{"date-parts":[[2016,10,4]],"date-time":"2016-10-04T11:39:22Z","timestamp":1475581162000},"page":"255-266","source":"Crossref","is-referenced-by-count":7,"title":["Poor stimulus discriminability as a common neuropsychological deficit between ADHD and reading ability in young children: a moderated mediation model"],"prefix":"10.1017","volume":"47","author":[{"given":"P. S.","family":"L\u00facio","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"G. A.","family":"Salum","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"L. 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