Cognitive and Behavioural Weaknesses in Children with Reading Disorder and AD(H)D

Working memory capacity, an essential prerequisite for language learning and the development of arithmetic skills, has been reported as deficient in children with reading disorder (RD) and attention deficit (hyperactivity) disorder (AD(H)D). However, few studies to date have explored potential associations of working memory impairments and foreign language learning, mathematical skills and school achievement in these groups, in particular in children with a comorbidity of both. In the present study, we assessed working memory, language learning, arithmetic fluency and academic achievement in children (N = 166; M(age) = 14.3, range 8–18 y), including typically-developing children (n = 89), subjects with RD (n = 27), AD(H)D (n = 43), and a comorbidity (n = 15). While children with AD(H)D performed similar to typically developing children on all tasks, RD children performed weakly on various language learning and working memory tasks, with major deficits in non-word span, phonetic memory and vocabulary learning. Combining weaknesses of the two groups, children with a comorbidity further performed significantly worse on arithmetic skills, learning of sound-symbol combinations and simple digit span forward. The findings suggest a reconsideration of working memory and learning impairments in AD(H)D, while highlighting the additional weaknesses of comorbid children and pointing out severe foreign language learning difficulties in RD children.