Boys with reading disabilities and/or ADHD: Distinctions in early childhood

We examined distinctions in the early childhood characteristics of boys wit h reading disabilities (RD) and/or attention-deficit/ hyperactivity disorde r (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 = 28 1) was utilized. Differences on receptive and expressive language and tempe rament for ages 3 and 5 were investigated. Analyses indicated that the boys from the RD-only group performed worse on measures of receptive and expres sive language. The results also indicated that boys from the RD/ADHD groups consistently performed worse on measures of receptive language and exhibit ed 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 develo pmental pathways.