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Story Comprehension in Children with ADHD

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Abstract

A wealth of research is available examining children's story comprehension. However, little attention has been directed toward understanding the story comprehension of children with attention deficit hyperactivity disorder (ADHD). The present paper attempts to integrate the developmental literature on children's story comprehension with the little that is known about the story comprehension processes of children with ADHD. This review is guided by a network model of story representation that emphasizes the structure of causal and enabling relations between story events. Examination of the available studies indicates that children with ADHD lag behind their peers in their understanding of causal relations, and that their attentional problems may contribute to difficulties in understanding factual information in the preschool years and causally related information in the elementary years. Some evidence also is presented suggesting that children with ADHD are less effective in taking advantage of story structure features in guiding their recall of story events. Suggestions for future research are offered that would elaborate our knowledge of the developmental progression in the processing of complex information by children with ADHD.

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Authors and Affiliations

  1. Department of Psychology, University of Kentucky, Lexington, Kentucky, 40506-0044

    Elizabeth Pugzles Lorch

  2. University of Kentucky, Lexington, Kentucky, 40506

    Richard Milich & Rebecca P. Sanchez

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  1. Elizabeth Pugzles Lorch
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  2. Richard Milich
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Lorch, E.P., Milich, R. & Sanchez, R.P. Story Comprehension in Children with ADHD. Clin Child Fam Psychol Rev 1, 163–178 (1998). https://doi.org/10.1023/A:1022602814828

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