Learning disabilities in children with attention deficit disorder with and without hyperactivity

Compared children with ADD+H and children with ADD-H who were selected from consecutive referrals to a hospital-based neuropsychology clinic on measures reflecting academic functioning and learning disabilities. The groups did not differ in the proportion of children who were retained in their grade placement, mean performance in academic subjects, or in the percentage of children with learning disabilities. In general, the present findings in conjunction with those of previous studies suggest that these ADD subgroups are not consistently distinguishable on measures of academic functioning. Differences that have been found by others may be due to factors such as referral and selection bias.