The Co-occurrence of Reading Disorder and ADHD: Epidemiology, Treatment, Psychosocial Impact, and Economic Burden

• Published in: Journal of learning disabilities 2012-11, Vol.45 (6), p.538-564
• Main Authors: Sexton, Chris C., Gelhorn, Heather L., Bell, Jill A., Classi, Peter M.
• Format: Article
• Language: English
• Subjects: Academic Failure; At Risk Students; Attention Deficit Disorder with Hyperactivity - complications; Attention Deficit Disorder with Hyperactivity - economics; Attention Deficit Disorder with Hyperactivity - epidemiology; Attention Deficit Disorder with Hyperactivity - psychology; Attention Deficit Disorder with Hyperactivity - therapy; Attention Deficit Hyperactivity Disorder; Behavior Modification; Behavior Problems; Biological and medical sciences; Burden; Child; Children; Clinical research; Comorbidity; Cost of Illness; Disorders of higher nervous function. Focal brain diseases. Central vestibular syndrome and deafness. Brain stem syndromes; Drug Therapy; Dyslexia; Dyslexia - complications; Dyslexia - economics; Dyslexia - epidemiology; Dyslexia - psychology; Dyslexia - therapy; Economic Factors; Epidemiology; Female; Humans; Intervention; Learning disabilities; Long term effects; Male; Medical sciences; Nervous system (semeiology, syndromes); Neurological Impairments; Neurology; Neuropsychological functioning; Neuropsychology; Program Effectiveness; Psychological Patterns; Psychology; Psychosocial factors; Psychosocial therapy; Reading Difficulties; Reading disabilities; Socioeconomic factors; Special education; Symptoms (Individual Disorders)
• ISSN: 0022-2194; 1538-4780
• DOI: 10.1177/0022219411407772

The co-occurrence of reading disorder (RD) and attention-deficit/hyperactivity disorder (ADHD) has received increasing attention. This review summarizes the epidemiology, treatment strategies, psychosocial impact, and economic burden associated with the co-occurrence of these conditions. Common genetic and neuropsychological deficits may partially explain the high degree of overlap between RD and ADHD. Children who face the additive problems of both disorders are at greater risk for academic failure, psychosocial consequences, and poor long-term outcomes that persist into adulthood. However, few studies have evaluated interventions targeted to this patient population, underscoring the importance of identifying effective multimodal treatments that address the neuropsychological deficits of RD and ADHD through carefully planned clinical research.