Click For some children with ADHD, frequent lying is a real problem.
Now, most kids tell untruths at some time.  It truly is a natural part of growing up.  They try to get away with something and hope they won’t be punished if they deny it.  Or they tell a lie and blame someone else for what they in fact did.
But apart from the lying most children do at some point, kids with ADHD may tell lies as a part of their ADHD symptoms.  Here’s an example:
David tells his dad he’s headed to the library after school to do homework. But instead of going right away, he impulsively decides to hang out with friends. And when he gets to the library, he’s so distracted he doesn’t get any work done.
Later, his dad asks to see his homework, and without thinking, David lies and blurts out that he left it at the library. This is an impulsive response to a situation created by David’s ADHD symptoms.
Ironically, kids with ADHD generally don’t make great liars.  It’s hard for them to keep their answers straight and consistently remember the untruths, especially when asked several times.
There’s a saying that I like to point out to these kids: “If you always tell the truth, you never have to remember what you said.”
For you as a parent, it’s important to distinguish willful lying from what I call “ADHD symptoms untruths.”  How do you do that?
If you observe your child over time, you’ll begin to get a good sense of when he’s likely to lie and in what situations.  You can preempt a lot of lies by guiding the conversation and asking the right questions.
Let’s go back to the example with David.
His dad might know that David has a hard time getting started on his homework after school. And if he wanted to see whether David did his homework, he might say something like this:
David, I want you to tell the truth and I know sometimes you say things without thinking it through.
So, before you answer, here’s what I know happened. I spoke to the librarian. She said she saw you arrive late at the library. She told me you were horsing around a bit. Now, think for a moment before you answer—did you do your homework at the library?
Just asking a child to think before you allow him to answer may help you sort out intentional lies from impulsive responses. In fact, kids often do tell the truth when confronted by what parents already know.
Another thing to consider: A child doesn’t always think through what might happen if he actually tells the truth. Including that the reaction might not be bad. That’s why in David’s situation his dad might say:
David, there’s still time tonight to finish any homework. So if you didn’t get your work done at the library, you can finish it now.
By letting a child know the consequences, you can help them think through his response.
Obviously, this blog post is just a small sampling of the very complex issue of ADHD and lying. But I hope it gives you a window into why lying happens and what to do about it.
Keep in mind when you are a child with ADHD and get in trouble, it’s easy to get caught up in untruths. Helping kids become more able and willing to tell the truth is critical for them as they move into adolescence and adulthood.
 

Click Lately I have been getting a lot of enquiries regarding comprehension skills.  The main theme all of these enquires follow are their child is struggling with comprehension, how can they help them.  It is very important to know exactly what type of comprehension they appear to be struggling with and most parents are not informed of this.  I have put together this information in the hopes of making this area a little clearer. 
 
Comprehension is, understanding what is being said or read.  When it comes to reading, it is an active process that must be developed if a learner is to become a proficient reader.  Effective reading skill development is further accomplished when the learner becomes proficient in literal, inferential and applied comprehension.

Literal comprehension involves what the author is actually saying.  The reader needs to understand ideas and information explicitly stated in the reading material.  Some of this information is in the form of recognising and recalling facts, identifying the main idea, supporting details, categorizing, outlining, and summarizing.  The reader is also locating information, using context clues to supply meaning, following specific directions, following a sequence, identifying stated conclusion, and identifying explicitly stated relationships and organizational patterns.  These organizational patterns can include cause and effect as well as comparison and contrast.  For example, some questions and activities may include:

1. What words state the main idea of the story?
2. How does the author summarize what she/he is saying?
3. Outlining the first paragraph of the story.
4. What happened first, second and last?
5. How are these things alike? How are they different?
6. What things belong together?

Inferential comprehension deals with what the author means by what is said. The reader must simply read between the lines and make inferences about things not directly stated.  Again these inferences are made in the main idea, supporting details, sequence, and cause and effect relationships.  Inferential comprehension could also involve interpreting figurative language, drawing conclusions, predicting outcomes, determining the mood, and judging the author’s point of view.  The following questions are usually asked:

1. What does the author value?
2. What is the theme?
3. What effect does this character/event have on the story?
4. How do you think this story will end?

Applied comprehension concerns itself with why the author says what he or she says.  This high level of comprehension requires the reader to use some external criteria from his/her own experience in order to evaluate the quality, values of the writing, the author’s reasoning, simplifications, and generalizations.  The reader will react emotionally and intellectually with the material.  Because everyone's life experiences are varied, answers to some of the following questions will vary:

1. Could this possibly happen?
2. Is this argument logical?
3. What alternatives are there?
4. Is this a fact or an opinion?
5. Do you agree or disagree with the author?
6. What is the best solution to this problem?

To conclude, literal, inferential and applied comprehension is what makes a skilled, strong reader.  This skill must be learned and developed.  It does not just happen.  With that thought in mind, it has also been shown that strong readers make good writers.  Sustained exposure to the English language does allow for an expanded vocabulary and knowledge of correct grammar usage. When this is combined with literal, inferential and applied comprehension, it enables writers to better express themselves.
here to edit.