Intervenção em funções executivas, compreensão e metacompreensão de leitura em crianças com TDAH

Analice Oliveira Fragoso; Lara Poggio de Andrade; Alessandra Gotuzo Seabra

doi:10.51207/2179-4057.20260017

Authors

Analice Oliveira Fragoso Universidade Presbiteriana Mackenzie
Lara Poggio de Andrade Universidade Presbiteriana Mackenzie
Alessandra Gotuzo Seabra Universidade Presbiteriana Mackenzie

DOI:

https://doi.org/10.51207/2179-4057.20260017

Keywords:

Executive Functions, ADHD, Metacognition, Comprehension, Metacomprehension

Abstract

Studies demonstrate the association between Attention Deficit Hyperactivity Disorder and deficits in executive functioning and reading. These findings highlight the need for interventions that mitigate the impact of this relationship on individuals’ lives. The aim of this article is to present the results of a study that implemented an intervention program to promote the development of executive functions and reading skills, including comprehension and metacomprehension abilities, in four students aged 7 to 14 diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The research was conducted in three phases. In the first phase, the following tests were administered: Trail Making Test, Auditory and Visual Working Memory Tests, Wisconsin Card Sorting Test, Cancellation Attention Test, META Fundamental I Metacomprehension Scale, Cloze Test, and the Block Design and Vocabulary subtests of the WISC-IV. Parents and teachers also completed inventories assessing executive functioning and regulation. In the second phase, the intervention was carried out based on the Self-Regulation and Executive Functions Intervention Program and on techniques to develop reading comprehension and metacomprehension, in sessions with pairs of children twice a week for one year. In the third phase, all tests were re-administered. The descriptive quantitative analysis revealed improvements in reading comprehension, in most metacomprehension scores, and in some executive function measures. We conclude that the procedure used was effective in promoting improvement in students’ performance, especially in metacomprehension and reading comprehension tasks and in some executive function activities.

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