Laurie E. Cutting

TL;DR: In this paper, the Wechsler Individual Achievement Tests, the Gates-MacGinitie Reading Test, and the Gray Oral Reading Test were examined in relation to measures of reading, language, and other cognitive skills that have been hypothesized to contribute to comprehension and account for comprehension differences.

TL;DR: Findings highlight the need for consideration of the role of EF in RCD, and examine the contribution of EF, along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children ages 9–15 years.

TL;DR: The findings suggest that spatial working memory is impaired in both ADHD and HFA, and more severely in the latter.

TL;DR: The Behavior Rating Inventory of Executive Function showed a strong relationship with interviews and other parent rating measures of behaviors seen in ADHD, and future attempts to validate the BRIEF should focus on differences within subtypes of ADHD (e.g., inattentive, combined subtypes), and separating ADHD from other clinical groups in which EF is reported to be a problem.

TL;DR: Findings suggest reading comprehension difficulties are linked to executive dysfunction; in particular, poor strategic planning/organizing may lead to reading comprehension problems.