Abstract
Examined distinctions in the early childhood characteristics of boys with reading disabilities and/or 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 under-controlled temperament. In summary we suggest that reading disabilities and ADHD represent moderately unique disorders, which frequently co-occur and are characterized by distinct developmental pathways.