Étiologie génétique et cognitive de l'association entre les habiletés en lecture et les dimensions du trouble déficitaire de l'attention avec ou sans hyperactivité (TDAH)
|Advisor:||Dionne, Ginette; Boivin, Michel|
|Abstract:||The present thesis investigates the associations between ADHD dimensions and reading abilities on phenotypic, genetic, and cognitive levels. First, the associations between ADHD dimensions (inattention and hyperactivity/impulsivity) and reading abilities (decoding skills and reading comprehension) in early primary school (6-8 years old) have been documented. Results showed that these associations are similar. However, only the associations between inattention and both reading abilities remain after controlling for hyperactivity/impulsivity, behaviour disorder symptoms, and nonverbal abilities. Moreover, these associations are mostly explained by genetic factors. Second, the associations between ADHD dimensions and reading abilities (word reading, accuracy and speed of text reading) have been studied during adolescence (14-15 years old). Only inattention is associated with reading abilities, after controlling for hyperactivity/impulsivity, verbal abilities, and nonverbal abilities. Inattention is genetically correlated with reading abilities, but these genetic correlations become not significant when verbal abilities are controlled. Finally, some cognitive skills have been studied as potential underlying mechanisms of the associations between inattention and reading abilities (decoding and reading comprehension) during childhood. Phonological awareness, rapid automatized naming (RAN) of numbers, bimodal rapid processing, and vocabulary are mediators of the association between inattention and decoding skills while phonological awareness, RAN of numbers and colours, and vocabulary are mediators of the association between inattention and reading comprehension. Moreover, there are common genetic factors between some cognitive skills (phonological awareness, RAN of numbers, bimodal rapid processing), inattention, and decoding skills. In sum, the present thesis shows that genetic factors partially explain these associations during childhood and adolescence. Cognitive mediators underlie these associations, potentially by genetic and environmental factors that will need to be specified in future studies.|
|Document Type:||Thèse de doctorat|
|Open Access Date:||24 April 2018|
|Collection:||Thèses et mémoires|
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