[en] The aims of this research are: a) to analyze lexical access in students with ADHD, Dyslexia, Combined (ADHD & Dyslexia) and Control Group b) to analyze the role of selective attention in tasks of access to written language. So we've assessed the efficiency and throughput at performing different tasks involved in developing the basic processes involved in the reading process in lexical, syntactic and semantic tasks (the latter two for the purpose of using distractions and In order to obtain a greater measure of selective attention). Eighty childrens participated in our study (mean age: 11 years and 3 months). They were divided into 4 groups of 20 subjects: ADHD, Dyslexia, Combined (ADHD & Dyslexia) and Control Group. A lexical level verification tasks was used in reading words, lexical decision, rhymes and alliteration. Detection distractors in syntax and semantics related to selective attention. The measure of working memory span was used as a covariate. Results showed some differences between the experimental groups, the control group showed that the most effective and fast. The combined group was significantly less effective in relation to ADHD group but not in relation to the group with dyslexia. The rhymes and alliteration tasks were significantly more difficult for Combined and Dyslexia groups. However, the combined group was significantly faster and more effective than the group with dyslexia in the work of identification and exclusion of alliteration although slower in the task of identification of rhymes. The measures selective attention tasks through "distractors" syntactic and semantic show that subjects in the experimental groups were more effective are those belonging to the group with dyslexia. Memory bandwidth shows that subjects with ADHD, Dyslexia and Combined share some elements deficits in cognitive functioning.

[gl] Esta investigación ten dúas vertentes: a) analizar o acceso lexical en alumnos con TDAH, dislexia, Combinado (TDAH e dislexia) e Grupo Control b) analizar o papel da atención selectiva en tarefas de acceso a linguaxe escrita. Entón, nós avaliamos a eficiencia e rendemento na realización de diferentes tarefas implicadas no desenvolvemento de procesos básicos implicados no proceso de lectura nas tarefas léxicos, sintácticos e semánticos (os dous últimos para o propósito de usar distraccións e Co fin de obter un maior grao de atención selectiva). A mostra final que participarou no noso estudo estivo formada por 80 nenos, con idade media de 11 anos e 3 meses, divididos en 4 grupos de 20 persoas: ADHD, dislexia, Combinado (TDAH e dislexia) e Grupo Control. Un tarefas de verificación de nivel léxico utilizados en palabras de lectura, decisión lexical, rimas e aliteração. Distractors de detección en sintaxe e semántica relacionados con atención selectiva. A medida da capacidade da memoria de traballo foi utilizado como covariável. Os resultados mostraron algunhas diferenzas entre os grupos experimentais, o grupo control amosa que o máis eficaz e rápido. O grupo combinada foi significativamente menos eficaces en relación ao grupo de TDAH, mais non en relación ao grupo con dislexia. As rimas e aliteração tarefas foron significativamente máis difícil para os grupos combinados e dislexia. Con todo, o grupo combinado foi significativamente máis rápido e máis eficaz que o grupo con dislexia no traballo de identificación e exclusión de aliteração, aínda máis lento na tarefa de identificación de rimas. As medidas tarefas de atención selectiva a través de "distraccións" sintáctica e semántica demostran que os suxeitos do grupo experimental foron máis eficaces son aqueles pertencentes ao grupo con dislexia. Ancho de banda de memoria mostra que individuos con TDAH, dislexia e Combinada compartir algúns elementos déficits no funcionamento cognitivo.