ADHD and Dyslexia – Meds and Reading Intervention

According to a recent study on ADD/ADHD and reading, stimulant medication helped some children with symptoms of hyperactivity and impulsiveness, but not with their reading. Some of the participants in a structured reading program did show gains in their reading skills, regardless of their medication status. The results of the study are based upon classroom teacher reports.

Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status)…

Sixty-five children age 7-11 years old took part in this study. Each was randomly assigned to an intensive remedial academic program of either phonologic instruction, strategy-based teaching, or general academics. One group was given immediate-release methylphenidate twice daily and the other a placebo. All students received 35 hours of instruction within a 10-week period. The children’s reading abilities and behavior were assessed before the intervention and after.

Key Takeaways:

New study shows that stimulant medication had positive effects on hyperactive symptoms in ADHD children compared to non-medicated group. The stimulant revealed no effect on reading.

However, a group of children-both medicated and non-medicated- in this trial received a reading program and the results showed that these children outdid the non-tutored children on multiple measures of reading skills.

Multiple-blind procedures were used for medication and placebo so the study appears to have been rigorous. Clearly, behavioral and social skills and reading skills are not very related in terms of treatment and need to be approached differently.

Author: Sarah for Fernette

Author Quote “

“Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral symptoms (reported by classroom teachers) but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status)….”

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