Abstract
Language‐based learning disability and attention‐deficit hyperactivity disorder (ADHD) frequently co‐occur. Theoretical frameworks for understanding the relationship between ADHD and learning disabilities, and particularly reading disability (RD), are reviewed. Attentional factors per se may not result in difficulty attaining basic reading skills; some children with ADHD may also have linguistic deficits and particularly phonological processing deficits. Given the frequency of co‐occurring ADHD and RD, children referred for either condition should be assessed for the other. ADHD frequently occurs with specific language impairment (SLI). A comprehensive assessment must include linguistic factors, particularly phonological processing. Collaboration and consultation of various professionals in the assessment process are necessary. Finally, the implications of this research with an emphasis on the need for appropriate intervention for children with co‐occurring ADHD and problems in acquisition of reading skills are discussed.
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