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Boys with Reading Disabilities and/or ADHD

Distinctions in Early Childhood

Department of Educational Psychology at the University of Houston, spisecco@ jetson.uh.edu

David B. Baker

Department of Psychology at the University of Akron

Phil A. Silva

Dunedin Multidisciplinary Health and Development Research Unit at the University of Otago Medical School (New Zealand)

Mark Brooke

Dunedin Multidisciplinary Health and Development Research Unit

We examined distinctions in the early childhood characteristics of boys with reading disabilities (RD) and/or attention-deficit/ hyperactivity disorder (ADHD). A four-group mixed design consisting of boys identified at age 11 with reading disabilities only (RD only; n = 46), reading disabilities and ADHD (RD/ADHD; n = 16), ADHD only (n = 20), and a comparison group (n = 281) was utilized. Differences on receptive and expressive language and temperament for ages 3 and 5 were investigated. Analyses indicated that the boys from the RD-only group performed worse on measures of receptive and expressive language. The results also indicated that boys from the RD/ADHD groups consistently performed worse on measures of receptive language and exhibited more behaviors indicative of an undercontrolled temperament. In summary, we suggest that reading disabilities and ADHD represent moderately unique disorders that frequently co-occur and are characterized by distinct developmental pathways.

Journal of Learning Disabilities, Vol. 34, No. 2, 98-106 (2001)
DOI: 10.1177/002221940103400201


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