Executive processes, access to the lexicon and visuospatial agenda in dyslexic, ADHD and comorbid schoolchildren
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Abstract
Competent reading is based on the activation of skills at the level of word, text and cognitive processes such as Operating Memory. The Working Memory is formed by the verbal component and the visuospatial component that act as two systems under the order of the central executive that assigns attention resources. Consistent with magnocellular theory, students with dyslexia are deficient in many of the same domains as students with ADHD, including latency time, attention, auditory working memory, and visuospatial working memory. The main objective of this study is to compare the performance of schoolchildren with ADHD and Dyslexia on lexical and visuospatial tests and the influence of the range of Working Memory. Eighty schoolchildren, divided into four groups of 20 subjects (10 with high OM amplitude and 10 with low OM amplitude) participated in the study. Groups with ADHD, Dyslexia, ADHD + Dyslexia and Control group were compared. In the lexical and visuospatial tests the experimental groups turned out to be less effective and efficient than the Control group. The ADHD group obtained the worst performance in the visuospatial test compared to the rest of the groups. The Combined group turned out to be the least effective and efficient of the experimental groups in the tasks of access to the lexicon. The amplitude of the Operating Memory clearly influences the efficacy data of all the experimental groups, but not the efficiency.
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