Writing abilities and the role of working memory in children with symptoms of attention deficit and hyperactivity disorder

ABSTRACT

The writing abilities of children with ADHD symptoms were examined in a simple dictation task, and then in two conditions with concurrent verbal or visuospatial working memory (WM) loads. The children with ADHD symptoms generally made more spelling mistakes than controls, and the concurrent loads impaired their performance, but with partly different effects. The concurrent verbal WM task prompted an increase in the phonological errors, while the concurrent visuospatial WM task prompted more non-phonological errors, matching the Italian phonology, but not the Italian orthography. In the ADHD group, the children proving better able to cope with a concurrent verbal WM load had a better spelling performance too. The ADHD and control groups had a similar handwriting speed, but the former group’s writing quality was poorer. Our results suggest that WM supports writing skills, and that children with ADHD symptoms have general writing difficulties, but strength in coping with concurrent verbal information may support their spelling performance.

KEYWORDS:

• ADHD
• spelling
• writing abilities
• types of spelling errors
• handwriting

Acknowledgments

We wish to thank Ilaria Cester for her help in preparing the study project and the related materials, and professor Frances Coburn for her valuable suggestions and English revision.

Disclosure statement

No potential conflict of interest was reported by the authors.