The prevalence and comorbidity of Attention-Deficit-Hyperactivity-Disorder in learners with Specific Learning Disorder (Developmental Dyslexia) in a South African practice

Abstract

Academic success and other life outcomes are influenced by a person’s reading ability. It is estimated that 5 -17.5% of the population struggle to learn to read due to dyslexia, a neurobiological condition that involves difficulty with accurate and/or fluent word recognition, poor spelling, and a slow response to instruction. Factors within a person or their environment that complicate the learning process may exacerbate reading difficulties. One of these factors involves a person’s attention abilities. It is estimated that 5% of the population exhibit difficulties associated with attention-deficit/hyperactivity disorder (ADHD). About 20-40% of children with ADHD or dyslexia experience symptoms of both disorders. Developmental Dyslexia (DD) and ADHD are both considered to be neurodevelopmental disorders and the limited statistics available seem to indicate that they cross-impact each other, which leads to further academic devastation. Reliable information regarding the correlation between ADHD and DD will provide professionals and educators with definite guidelines for the identification and/or referral of these disorders and may alter the management of learner support programmes for learners with these conditions.