Work

Short Report: Intervention of Reading and Spelling Problems in Children With Co‐Occurring Attention‐Deficit Hyperactivity Disorder and Dyslexia

Year: 2026

Type: article

Abstract: Despite the high co-occurrence of dyslexia and attention-deficit hyperactivity disorder (ADHD), dyslexia is undertreated in children with ADHD. In this study, we aimed to investigate whether standard intervention for dyslexia is as effective for children with co-occurring ADHD and dyslexia as for those with dyslexia only. Children with co-occurring ADHD and dyslexia (n = 16), and with dyslexia only (n = 16) received a phonics-based intervention for dyslexia. Reading and spelling skills were tested at the start and at the end of intervention. Bayesian repeated-measures ANOVAs revealed that children in the co-occurring ADHD and dyslexia group had, on average, poorer levels of reading and spelling proficiency at the baseline. Intervention was equally effective in children with ADHD and dyslexia as it was in those with dyslexia only for reading fluency. For spelling, our results suggested stronger gains in the ADHD and dyslexia group than in the dyslexia only group. These results suggest that the effectiveness of intervention for dyslexia was not negatively affected by the presence of co-occurring ADHD.

Source: Dyslexia

DOI: 10.1002/dys.70032

Authors: Cara T. Verwimp, Nelina Meiboom, Jurgen Tijms

Institution: University of Amsterdam

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Good health and well-being, Quality education

Open Access status: hybrid

Estimated APC paid: $3,460