ArticleScientific studies of reading : the official journal of the Society for the Scientific Study of Reading2026
Reading Disabilities With and Without Co-Occurring ADHD: No Evidence for Additive Impact on Reading Skills.
Article in Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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13 authors.
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Abstract
Purpose: Reading disabilities (RD) and attention deficit/hyperactivity disorder (ADHD) frequently co-occur. We investigated whether RD+ADHD co-occurrence is associated with differences in reading outcomes, or in the brain basis of word reading, compared to RD alone. Method: In Study 1, 175 children (ages 7-13) completed literacy-related assessments and a reading task during fMRI. Groups included 50 RD, 53 RD+ADHD, and 72 students without disabilities (SWOD). Study 2 replicated analyses in an independent sample of over 2,100 children. Results: In Study 1, SWOD differed from the groups with RD on all reading measures. We found no evidence of significant differences behaviorally, or in functional brain activation, between the RD and RD+ADHD. Study 2 replicated the behavioral findings of Study 1; a fourth group of children with ADHD only had mean reading scores in the typical range. Conclusion: Together, these studies suggest that co-occurring RD+ADHD is not associated with meaningfully greater reading impairment than RD alone.
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