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CHILDREN WITH READING DISORDERS–II. EFFECTS OF METHYLPHENIDATE IN COMBINATION WITH READING REMEDIATION *
Author(s) -
Gittelman Rachel,
Klein Donald F.,
Feingold Ingrid
Publication year - 1983
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1983.tb00569.x
Subject(s) - methylphenidate , reading (process) , psychology , developmental psychology , psychiatry , attention deficit hyperactivity disorder , linguistics , philosophy
Summary Sixty‐six children received individual reading instruction for 18 weeks, in combination with methylphenidate (mean daily dose 44.2 mg/day) or a placebo. Assignment to medication was random and double blind. Children were re‐evaluated at the end of treatment, and two and eight months later. Only occasional and weak methylphenidate effects were obtained on measures of reading performance. Highly significant improvement in some tests of mathematics was found. No treatment differences occurred at follow‐up. The results do not support the hypothesis that the enhancement of attention with stimulant treatment facilitates the acquisition of reading skills in children with pure reading disorders.