Dificultades de aprendizaje e influencia del género en TDAH

Abstract

Gender differences both in prevalence and incidence in Learning Disabilities (LD) in subjects with ADHD have been related to the processes in reading and mathematical skills, being linked to the executive functioning responsible for correct learning in literacy and associated with difficulties in mathematics. . Therefore, due to the scarcity of studies on AD and the influence of gender in ADHD, this study was designed that aimed at simultaneously assessing reading and mathematical competence based on gender and educational level, in a sample of 508 students with and without ADHD. The assessment tools applied were the WISC-R, the Conners Scales (parents and teachers), the GesMedición test for the reading processes and a mathematical competence test. The results confirm that gender influences the effectiveness in reading, in the ADHD group, girls are more effective in syntax and boys with vocabulary, the entire population presented difficulties in semantics. Equally in speed, boys are slower than girls. As well, gender influences effectiveness in mathematics, boys are more effective in calculus and girls in problem solving. Within the educational level, an effect with age was evidenced. Educational level together with gender significantly influence reading speed, there are significant differences where primary school girls are faster and in secondary school the significant differences were shown in semantics