Abstract
The reading comprehension abilities of 21 intermediate grade children, previously diagnosed as having Attention-Deficit/Hyperactivity Disorder (ADHD), were compared to 21 carefully matched age/grade peers who did not have this disorder. The study investigated ADHD and Comparison group differences in different levels of comprehension (microprocessing and macroprocessing), in the metacognitive skill known as comprehension monitoring, and examined whether ADHD symptom severity correlated with reading comprehension ability. Results supported two of the study's four hypotheses: (1) ADHD children obtained lower reading comprehension test scores than did their carefully matched peers in the Comparison group; and (2) greater ADHD symptom severity predicted lower reading comprehension test scores. Results failed to support the hypotheses that there would be an interaction between group membership (ADHD and Comparison) and reading comprehension task (macroprocessing and microprocessing), and that the ADHD children would have relative difficulty monitoring the accuracy of their comprehension. (TS)