The Comorbidity of Specific Learning Disorders in Attention Deficit Hyperactivity Disorder

Attention deficit hyperactivity disorder (ADHD) is a neurobiological disorder that begins in childhood, with symptoms continuing throughout life, negatively impacting an individual’s cognitive, social, and academic functioning. Specific learning disability (SLD) is a developmental disorder characterized by its initial signs being noticeable during the preschool years. The broad category of SLD encompasses various skill deficits, but the most common symptoms are typically divided into three broad subcategories: reading disorder, written-language disorder, and mathematics disorder. Generally, there is an estimated comorbidity rate between SLD and ADHD ranging from 31% to 45%. While ADHD is conventionally defined as an externalizing disorder, children with this condition often exhibit learning difficulties and academic problems in addition to behavioral issues such as impulsivity, oppositional behavior, and conduct problems. These academic difficulties are frequently overlooked, as behavioral problems, often linked to impulsivity, tend to take precedence. The purpose of this review is to draw attention to these overlooked areas of concern in children diagnosed with ADHD, both in clinical practice and academic literature, and to review relevant literature studies.