Psychological perspectives on attention deficit hyperactivity disorder in relation to reading disorder and Chinese children

This review paper discusses the application of DSM diagnostic criteria applied to Chinese children with attention deficit hyperactivity disorder (ADHD); the adaptation of extant rating scales for children, teachers and parents and the mechanisms of comorbidity with reading disorder (RD). Partial genetic and cognitive overlaps and the nature of executive functioning in children are examined. Available evidence suggests that constructs of processing speed and spatial and verbal working memory with their measurable tasks show promise in assessing comorbid ADHD and RD. The paper concludes with the suggestion of applying some of the neurophysiological research paradigms used in longitudinal research into RD in prospective studies of the developmental trajectory of ADHD.