ADHD and Writing learning disabilities: comorbidity in basis of attention and working memory.

Abstract

The aim of this study was to compare the differences between children with ADHD both with and without writing LD (WLD) and those with WLD, in the measurements of different constructs related to ADHD (selective and sustained attention, working memory and cognitive styles). Our sample comprised 339 students from 3rd year of Primary school to 4th year of Secondary School and consisted of four groups: 59 students diagnosed with ADHD and WLD, 40 with ADHD without WLD, 115 with WLD and/or low achievement (LA), and 124 normally achieving students formed the control group. All of the students ranged between eight and sixteen years old, matched in age and educational level. The results were observed independently between the groups in all the previously mentioned aspects. In conclusion, lower results were found in children suffering from ADHD and WLD as regards the attention and memory evaluation. Considering these results, we conclude by making a few remarks on the difficulty of the tasks and its effects on ADHD. Emphasizing comorbidity relation among both disorders, rejecting fenocopy hypothesis and corroborating other studies in reading and math.

Key words: ADHD, learning disabilities, attention, working memory.