Date of Award

12-2014

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

First Advisor

Anne Ellison

Abstract

Evidence suggests that Attention-deficit/hyperactivity disorder (ADHD) negatively affects verbal and reading comprehension in children, although the effect of ADHD on reading comprehension is partially mediated by the initial reading level of the participant. Additional research suggests that children and adults with ADHD tend to demonstrate a reduced working memory capacity, when compared to their non-ADHD peers, which may also affect the relationship between ADHD and reading comprehension. However, the current literature consists primarily of studies performed with children, and there has been little investigation into the biological factors of reading comprehension in ADHD populations. The current study sought to expand the current research regarding ADHD and reading comprehension in young adults enrolled in undergraduate psychology classes at a southeastern university. The current study also explored biological determinants of reading comprehension though electrooculogram analysis. It was found that, in this sample, individuals with more ADHD symptoms showed similar to improved reading comprehension when compared to individuals with fewer ADHD symptoms. This represents a reversal of trends found in the previous literature.

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