Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Freie Beiträge

Zusammenhang zwischen Aufmerksamkeitsdefiziten und Lese-Rechtschreibschwäche

Published Online:December 02, 2011https://doi.org/10.1026/0942-5403/a000053

Abstract

Neben anderen Voraussetzungen sind beim Lese- und Rechtschreiberwerb Aufmerksamkeitsprozesse essentiell. In der vorliegenden Studie wurde modellorientiert erfasst, in welchen Teilkomponenten der Aufmerksamkeit Kinder mit einer Lese- Rechtschreibstörung (LRS) auffällig sind. Dazu wurden 32 Kinder mit einer LRS aus dem dritten und vierten Schuljahr mit 31 Kontrollkindern verglichen. Alle Kinder führten computergestützte Aufmerksamkeitsaufgaben durch, mit denen Intensitätsaspekte, Selektivitätsaspekte, Kontrollfunktionen und räumliche Ausrichtung der Aufmerksamkeit überprüft wurden. Es zeigte sich, dass Defizite im Lesen und Schreiben mit Leistungen im Bereich der Aufmerksamkeit korrelieren. Im Vergleich zur Kontrollgruppe konnten Defizite für Intensitätsaspekte der Aufmerksamkeit, räumliche Aufmerksamkeitsaspekte und kontrollierende Aufmerksamkeitsfunktionen festgestellt werden. Schlussfolgernd sprechen die Ergebnisse dafür, dass eine LRS mit Defiziten in der Aufmerksamkeit assoziiert ist.


Correlation between attention deficits and reading and writing deficits

In addition to other factors, processes of attention are essential in the acquisition of reading and writing. The present study examined, by means of special tests, different components of attention in children with deficits in reading and writing. For this purpose, 32 children of the third and fourth grades in primary school with deficits in reading and writing were tested and compared with 31 children without those symptoms. All these children completed the same computer-controlled tasks concerning attention to test intensity, selectivity, control functions, as well as directing spatial attention. The results of these tests demonstrated a direct relation between deficits in reading and writing and a lack of attention capacities. In comparison to the group of children without symptoms, deficits were found concerning intensity of attention, spatial attention, as well as of controlling attention. We conclude that there must be a relation between deficits in attention and the deficits in reading and writing.

Literatur

  • Aaron, P. G. , Joshi, R. M. , Palmer, H. , Smith, N. , Kirby, E. (2002). Separating genuine cases of reading disability from reading deficits caused by predominantly inattentive ADHD behavior. Journal of Learning Disabilities, 35, 425 – 435. First citation in articleCrossref, Google Scholar

  • Benjamini, Y. , Hochberg, Y. (2000). On the adaptive control of the false discovery rate in multiple testing with independent statistics. Journal of Educational and Behavioral Statistics, 25, 60 – 83. First citation in articleCrossref, Google Scholar

  • Buchholz, J. , Davies, A. (2006). Do visual attentional factors contribute to phonological ability? Studies in adult dyslexia. Neurocase, 12, 111 – 121. First citation in articleCrossref, Google Scholar

  • Delmo, C. , Weiffenbach, O. , Gabriel, M. , Stadler, C. , & Poustka, F. (2001). Diagnostisches Interview Kiddie-SADS-Present and Lifetime Version (K-SADS-PL). Zugriff im März 2011 unter http://www.kgu.de/zpsy/kinderpsychiatrie/ksadspl.html First citation in articleGoogle Scholar

  • De Sonneville, L. M. J. (2000). ANT 2.1–Amsterdam Neuropsychological Tasks. Amstelveen: Sonar. First citation in articleGoogle Scholar

  • Döpfner, M. , Lehmkuhl, G. (2000). Diagnostik-System für psychische Störungen im Kindes- und Jugendalter nach ICD-10 / DSM-IV (2. Aufl.). Bern: Huber. First citation in articleGoogle Scholar

  • Facoetti, A. , Paganoni, P. , Lorusso, M. L. (2000). The spatial distribution of visual attention in developmental dyslexia. Experimental Brain Research, 132, 531 – 538. First citation in articleCrossref, Google Scholar

  • Facoetti, A. , Molteni, M. (2001). The gradient of visual attention in developmental dyslexia. Neuropsychologia, 39, 352 – 357. First citation in articleCrossref, Google Scholar

  • Facoetti, A. , Lorusso, M. L. , Paganoni, P. , Cattaneo, C. , Galli, R. , Mascetti, G. G. (2003). The time course of attentional focusing in dyslexic and normally reading children. Brain and Cognition, 53, 181 – 184. First citation in articleCrossref, Google Scholar

  • Faraone, S. V. , Biederman, J. , Krifcher Lehmann, B. , Spencer, T. , Norman, D. , Seidmann, L. J. et al. (1993). Intellectual performance and school failure in children with attention deficit hyperactivity disorder and in their siblings. Journal of Abnormal Psychology, 102, 616 – 623. First citation in articleCrossref, Google Scholar

  • Fergusson, D. M. , Horwood, L. J. (1992). Attention deficit and reading achievement. Journal of Child Psychology and Psychiatry, 33, 375 – 385. First citation in articleCrossref, Google Scholar

  • Grizenko, N. , Bhat, M. , Schwartz, G. , Ter-Stepanian, M. , Joober, R. (2006). Efficacy of methylphenidate in children with attention-deficit hyperactivity disorder and learning disabilities: A randomized crossover trial. Journal Psychiatry and Neuroscience, 31, 46 – 51. First citation in articleGoogle Scholar

  • Günther, T. , Herpertz-Dahlmann, B. , Konrad, K. (2005). Reliabilität von Aufmerksamkeits- und verbalen Gedächtnis- Tests bei gesunden Kindern und Jugendlichen–Implikationen für die klinische Praxis. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 33, 169 – 179. First citation in articleLink, Google Scholar

  • Günther, T. , Jolles, J. , Herpertz-Dahlmann, B. , Konrad, K. (2009). Age-dependent differences in attentional processes in ADHD and disruptive behavior disorder. Developmental Neuropsychology, 34, 422 – 434. First citation in articleCrossref, Google Scholar

  • Hari, R. , Renvall, H. , Tanskanen, T. (2001). Left mini-neglect in dyslectic adults. Neuroscience Letters, 271, 202 – 204. First citation in articleCrossref, Google Scholar

  • Heim, S. , Tschierse, J. , Amunts, K. , Wilms, M. , Vossel, S. , Willmes, K. et al. (2008). Cognitive subtypes of dyslexia. Acta Neurobiologiae Experimentalis, 68, 73 – 82. First citation in articleGoogle Scholar

  • Keough, B. K. (1971). Hyperactivity and learning disorders: Review and speculation. Exceptional Children, 38, 101 – 109. First citation in articleCrossref, Google Scholar

  • Keulers, E. H. H. , Hendriksen, J. G. M. , Feron, F. J. M. , Wassenberg, R. , Wuismann-Frerker, M.G. F. , Jolles, J. et al. (2007). Methylphenidate improves reading performance in children with attention deficit hyperactivity disorder and comorbid dyslexia: An unblinded clinical trial. European Journal of Paediatric Neurology, 11, 21 – 28. First citation in articleCrossref, Google Scholar

  • Konrad, K. , Günther, T. (2008). Neuropsychologische Therapie. In F. Petermann, (Hrsg.), Lehrbuch der Klinischen Kinderpsychologie (6., vollst. veränd. Aufl., S. 727 – 742). Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Kutcher, S. , Aman, M. , Brooks, S. J. , Buitelaar, J. , van Daalen, E. , Fegert, J. et al. (2004). International consensus statement on attention-deficit/hyperactivity disorder (ADHD) and disruptive behaviour disorders (DBDs): Clinical implications and treatment practice suggestions. European Neuropsychopharmacology, 14, 11 – 28. First citation in articleCrossref, Google Scholar

  • Landerl, K. , Wimmer, H. , Moser, E. (1997). Salzburger Lese- und Rechtschreibtest, Verfahren zur Differentialdiagnose von Störungen des Lesens und Schreibens für die 1. bis 4. Schulstufe. Bern: Huber. First citation in articleGoogle Scholar

  • Lenhard, W. , Schneider, W. (2006). ELFE 1 – 6: Ein Leseverständnistest für Erst- bis Sechsklässler. Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Marzocchi, G. M. , Oosterlaan, J. , Zuddas, A. , Cavolina, P. , Geurts, H. , Redigolo, D. et al. (2008). Contrasting deficits on executive functions between ADHD and reading disabled children. Journal of Child Psychology and Psychiatry, 49, 543 – 552. First citation in articleCrossref, Google Scholar

  • Menghini, D. , Finzi, A. , Benassi, M. , Bolzani, R. , Facoetti, A. , Giovagnoli, S. et al. (2009). Different underlying neurocognitive deficits in developmental dyslexia: A comparative study. Neuropsychologia, 48, 863 – 872. First citation in articleCrossref, Google Scholar

  • Nicolson, R. I. , Fawcett, A. J. (1995). Dyslexia is more than a phonological disability. Dyslexia, an international Journal of research and practice, 1, 19 – 36. First citation in articleGoogle Scholar

  • Pennington, B. F. (2006). From single to multiple deficit models of development disorders. Cognition, 101, 385 – 413. First citation in articleCrossref, Google Scholar

  • Petermann, F. , Suchodoletz, W. v. (2009). Sprachdiagnostik und Sprachtherapie. Kindheit und Entwicklung, 18, 191 – 193. First citation in articleLink, Google Scholar

  • Petermann, F. , Toussaint, A. (2009). Neuropsychologische Diagnostik bei Kindern mit ADHS. Kindheit und Entwicklung, 18, 83 – 94. First citation in articleLink, Google Scholar

  • Posner, M. I. , Raichle, E. (1997). Images of mind. New York: Scientific American Library. First citation in articleGoogle Scholar

  • Puolakanaho, A. , Ahonen, T. , Aro, M. , Eklund, K. , Leppanen, P. H. , Poikkeus, A. M. et al. (2008). Developmental links of very early phonological and language skills to second grade reading outcomes: Strong to accuracy but only minor to fluency. Journal of Learning Disabilities, 41, 353 – 370. First citation in articleCrossref, Google Scholar

  • Savage, R. , Cornish, K. , Manly, T. , Hollis, C. (2006). Cognitive processes in children’s reading and attention: The role of working memory, divided attention, and response inhibition. British Journal of Psychology, 97, 365 – 385. First citation in articleCrossref, Google Scholar

  • Savage, R. , Pillay, V. , Melidona, S. (2007). Deconstructing rapid automatized naming: Component processes and the prediction of reading difficulties. Learning and Individual Differences, 17, 129 – 146. First citation in articleCrossref, Google Scholar

  • Shallice, T. , Burgess, P. (1991). Higher-order cognitive impairments and frontal lobe lesions in man. In H. S. Levin, H. M. Eisenberg , A. L. Benton, (Eds.), Frontal lobe function and dysfunction (pp. 1125 – 1138). New York: Oxford University Press. First citation in articleGoogle Scholar

  • Stein, J. (2003). Visual motion sensitivity and reading. Neuropsychologia, 41, 1785 – 1793. First citation in articleCrossref, Google Scholar

  • Sturm, W. , Zimmermann, P. (2000). Aufmerksamkeitsstörungen. In W. Sturm, M. Herrmann , C. W. Wallesch, (Hrsg.), Lehrbuch der Klinischen Neuropsychologie (S. 345 – 365). Lisse: Swets & Zeitlinger. First citation in articleGoogle Scholar

  • Tiffin-Richards, M. C. , Hasselhorn, M. , Woerner, W. , Rothenberger, A. , Banaschewski, T. (2008). Phonological short-term memory and central executive processing in attention-deficit/hyperactivity disorder with/without dyslexia – evidence of cognitive overlap. Journal of Neural Transmission, 115, 227 – 234. First citation in articleCrossref, Google Scholar

  • Van Zomeren, A. H. , Brouwer, W. J. (1994). Theories and concepts of attention. In A. H. Van-Zomeren & W. J. Brouwer, (Eds.), Clinical neuropsychology of attention (pp. 7 – 38). New York: Oxford University Press. First citation in articleGoogle Scholar

  • Weiß, R. H. (1998). Grundintelligenztest Skala 2 (CFT 20). Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Wilcutt, E. R. , Pennington, B. F. , Olson, R. K. , Chhabildas, N. , Hulslander, J. (2005). Neuropsychological analyses of comorbidity between reading disability and attention deficit hyperactivity disorder: In search of the common deficit. Developmental Neuropsychology, 27, 35 – 78. First citation in articleCrossref, Google Scholar

  • Wimmer, H. , Mayringer, H. , Landerl, K. (1998). Poor reading: A deficit in skill-automatization or phonological deficit? Scientific Studies of Reading, 2, 321 – 340. First citation in articleCrossref, Google Scholar