By Phillipa J Eagle, M.Ed. | Literacy specialist and educator, 40+ years teaching across primary, secondary and tertiary | Published 14th Oct 2026
| In this article How often ADHD and dyslexia occur together. How they overlap, and how they differ. Dysgraphia, dyscalculia and dyspraxia (DCD) explained. How to support a child with more than one diagnosis |
The Short Answer
Yes. ADHD and dyslexia are separate conditions, but they occur together far more often than chance would predict. Research suggests around 25–40% of children with one also meet the criteria for the other (Boada, Willcutt & Pennington, 2012).
So, if your child has been diagnosed with one, it’s worth watching for signs of the other.
What Does “Comorbidity” Mean?
You may see the word comorbidity, or co-occurring conditions, in your child’s report. It simply means a person has more than one diagnosis at the same time.
Dyslexia is often accompanied by other learning or developmental differences. The most common are ADHD, dysgraphia and dyscalculia. Having more than one can make both diagnosis and the right support more complicated, which is exactly why it helps to understand each one.
How ADHD and Dyslexia Overlap, and How They Differ
The underlying causes differ. Dyslexia mainly affects accurate and fluent reading, spelling and written language. ADHD mainly affects attention, impulse control and, for some children, activity levels.
ADHD expert Dr Russell Barkley describes ADHD as mainly a difference in executive function and self-regulation. He highlights difficulties with emotional regulation, inattention and “time blindness”.
In daily life, though, they can look surprisingly similar. Both can bring reduced working memory, slower processing, difficulty planning and organising, inconsistent performance, and fatigue during reading, writing or other demanding tasks. Both can affect time management, confidence and anxiety.
| Dyslexia | ADHD | Both can show | |
| Mainly affects | Reading, spelling, written language | Attention, impulse control, emotional regulation, time awareness | Working memory, slower processing |
| In class you might see | Avoiding reading aloud, spelling errors, poor comprehension despite verbal strengths | Calling out, losing focus, unfinished work | Fatigue, inconsistent results, low confidence |
| At home you might see | Tears over homework, especially where reading, & writing is required | Meltdowns, lost items, forgotten instructions, homework refusal | Anxiety, “I’m dumb” self-talk |
Each of these conditions is recognised as a disability under Australian law. School is often the first place their effects are noticed, and that legal recognition is what entitles your child to adjustments at school, even when their diagnosis has not been confirmed.
Dysgraphia and Written Expression: When Writing Is the Struggle
Writing difficulties come in two forms, and professionals often use different names for each
- Difficulty with written expression: organising thoughts and ideas in working memory, such as when planning an essay or report. This is common in children with dyslexia. Reports may call it “impairment in written expression”.
- Dysgraphia: the physical side of writing. These children tend to have untidy handwriting and irregular letter formation. It’s sometimes linked to developmental coordination disorder (see below).
Some children have both.
Dyscalculia: When Numbers Don’t Stick
Dyscalculia is a persistent difficulty learning maths: understanding numbers, remembering number facts, and calculating.
Having dyscalculia doesn’t mean your child can’t do maths, but it often shows most under pressure, such as in tests and exams. Many children struggle to learn times tables or formulas, such as those used in geometry and trigonometry, and algebra can be especially challenging.
Dyspraxia (DCD): Coordination and Clumsiness
Another condition that can occur alongside dyslexia and ADHD is dyspraxia, professionally called developmental coordination disorder (DCD). It affects around 5–6% of children (Raising Children Network).
Children with DCD have real difficulty coordinating their movements. This ranges from fine motor skills like handwriting and using cutlery to ball skills, and they’re often seen as clumsy. They are just as smart as their peers.
Why ADHD Is So Often Missed in Girls, and Mums
Like dyslexia, ADHD runs strongly in families. Many a surprised parent has been diagnosed after discovering one or more of their children has ADHD. When that parent is the mother, the surprise is often even greater.
The long-held belief that ADHD was mostly found in boys has left many girls overlooked and undiagnosed. Recent Australian research from Monash University found boys are diagnosed at around twice the rate of girls in childhood. The researchers suggest women may be systematically underdiagnosed.
Realising that my own school challenges were due to a neurological brain difference was a startling revelation. All my school reports told me I needed to work harder, and I did try! This quiet student would never have been described as hyperactive, the only characteristic of ADHD most teachers were then familiar with, yet my brain was constantly and disastrously distracted.
Why a Full Assessment Matters
Because these conditions overlap, one can hide another. A child diagnosed with ADHD may have unrecognised dyslexia, or the other way around. In my case both went unrecognised!
A comprehensive assessment identifies each area of need, so the right support can be planned for your child.
Supporting a Child With a Dual Diagnosis
A child with dyslexia is working at least twice as hard as their non-dyslexic counterparts, especially when reading and writing is involved. The ADHD brain is constantly fighting to maintain attention and focus. The impact of each diagnosis must be accommodated equally, while being flexible enough to adapt or change the teaching approach to fit the child.
- Support both, together. Reading support works best when attention and mental fatigue are allowed for, with shorter sessions, movement breaks and fewer distractions.
- Protect confidence. Children with more than one diagnosis can feel they’re failing at everything. Look for their strengths, name and celebrate them often.
- Keep home and school talking. Make sure your child’s documented plan at school reflects every diagnosis, not just one. Check that all their teachers understand and are familiar with how to apply the agreed accommodations and adjustments.
Where to Start
If you have any concerns about your child’s development, whether physical, educational or emotional, talk to your GP about a professional assessment. Depending on the concerns, you may be referred to an educational psychologist, paediatrician, occupational therapist or speech pathologist. They can assess your child’s needs and recommend the right support.
Not sure whether to seek an assessment? In a free brief discussion, I can help you work out the right next step.
Already have a diagnosis? Read My Child Has Been Diagnosed With ADHD. What Now? and My Child Has Been Diagnosed With Dyslexia. What Now? [links to articles]
This article shares general educational guidance. It is not medical advice or a diagnosis. Please talk to your GP or paediatrician about your child’s health.
| About the author Phillipa J Eagle is a literacy specialist, educator and author based in Perth, Western Australia. With a Master’s in Education, over 40 years of teaching across primary, secondary and tertiary education, and her own late-recognised ADHD, she offers practical, non-clinical support for parents and teachers. She is the author of A Life Misunderstood. Not sure where to start? Request a free brief discussion with Phillipa. |
Sources and further reading
- My book: A Life Misunderstood
- Boada, R., Willcutt, E. G., & Pennington, B. F. (2012). Understanding the comorbidity between dyslexia and ADHD. Topics in Language Disorders, 32(3)
- healthdirect: Learning disabilities
- Raising Children Network: Developmental coordination disorder
- Monash University (2026): Research suggests systemic underdiagnosis of ADHD in women
- ADHD Australia
