Language abilities in children and adolescents with DLD and ADHD: A scoping review.

PURPOSE: There is an emerging view that attention-deficit/hyperactivity disorder (ADHD) is marked by problems with language difficulties, an idea reinforced by the fact that ADHD is highly comorbid with developmental language disorder (DLD). This scoping review provides an overview of literature on language abilities in children with DLD and ADHD while highlighting similarities and differences. METHOD: A comprehensive search was performed to examine the literature on language abilities in the two disorders, yielding a total of 18 articles that met the inclusion criteria for the present review. Qualitative summaries are provided based on the language domain assessed. RESULTS: The current literature suggests children and adolescents with ADHD have better morphosyntax/grammar, general/core language abilities, receptive, and expressive abilities than those with DLD. Further, that performance is comparable on assessments of semantic and figurative language but varies by sample on assessments of phonological processing, syntax, narrative language, and vocabulary. CONCLUSION: Evidence presented points to children and adolescents with DLD as having greater language difficulties compared to those with ADHD, but with some important caveats. Despite limitations related to the paucity of studies and inconsistencies in how the two types of disorders are identified, our review provides a necessary and vital step in better understanding the language profiles of these two highly prevalent childhood disorders. These findings are useful in optimizing language outcomes and treatment efficacy for children and adolescents with ADHD and DLD.

No statistical learning advantage in children over adults: Evidence from behaviour and neural entrainment.

Explicit recognition measures of statistical learning (SL) suggest that children and adults have similar linguistic SL abilities. However, explicit tasks recruit additional cognitive processes that are not directly relevant for SL and may thus underestimate children's true SL capacities. In contrast, implicit tasks and neural measures of SL should be less influenced by explicit, higher-level cognitive abilities and thus may be better suited to capturing developmental differences in SL. Here, we assessed SL to six minutes of an artificial language in English-speaking children (n = 56, 24 females, M = 9.98 years) and adults (n = 44; 31 females, M = 22.97 years), using explicit and implicit behavioural measures and an EEG measure of neural entrainment. With few exceptions, children and adults showed largely similar performance on the behavioural explicit and implicit tasks, replicating prior work. Children and adults also demonstrated robust neural entrainment to both words and syllables, with a similar time course of word-level entrainment, reflecting learning of the hidden word structure. These results demonstrate that children and adults have similar linguistic SL abilities, even when learning is assessed through implicit performance-based and neural measures.

The Task Matters: A Scoping Review on Reading Comprehension Abilities in ADHD.

OBJECTIVE: A broad range of tasks have been used to classify individuals with ADHD with reading comprehension difficulties. However, the inconsistency in the literature warrants a scoping review of current knowledge about the relationship between ADHD diagnosis and reading comprehension ability. METHOD: A comprehensive search strategy was performed to identify relevant articles on the topic. Thirty-four articles met inclusion criteria for the current review. RESULTS: The evidence as a whole suggests reading comprehension is impaired in ADHD. The most prominent effect was found in studies where participants retell or pick out central ideas in stories. On these tasks, participants with ADHD performed consistently worse than typically developing controls. However, some studies found that performance in ADHD improved when reading comprehension task demands were low. CONCLUSION: Results suggest that performance in ADHD depends on the way reading comprehension is measured and further guide future work clarifying why there are such discrepant findings across studies.