About this Research Topic
Also, students with Attention Deficit Hyperactivity Disorders
(ADHD) can present challenges within the school environment. The core symptoms of ADHD as defined by DSM-V are inattention and/or impulsivity-hyperactivity. As consequence, a lot of manifestations can be observed by this subjects (eg. poor performance in reading and writing tests, poor fine motor coordination performance).
The current Special Topic aims to contribute the understanding of the performance of students with dyslexia and ADHD from evaluation to intervention situations, especially regarding with the phonological and visual processing, reading, writing (spelling) and handwriting. We hope to provide a landmark forum in which researchers define the state of the art and future directions on this issue. We thus welcome reviews of current work, original research and opinion articles that focus on the impact of phonological and visual processing, reading and writing in dyslexics. In addition to studies directly focusing on this topic, we will consider as highly relevant evidence on reading and phonological process in typical and atypical development, including children from pre-school to adulthood, differing in schooling and literacy, as well as in neuropsychological cases (e.g. comparison dyslexia and ADHD).
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.