Building on prior work, this study examined cognitive profiles of children with reading disabilities (RD), attention-deficit/hyperactivity disorder (ADHD), and their comorbidity (ADHD + RD) compared to typically developing (TD) peers. Participants included 151 Grade 1-3 students, where there were 31 students with RD, 43 with ADHD, 27 with ADHD + RD, and 50 TD in China. Children were assessed in four cognitive domains: attention, inhibition, working memory, and rapid automatized naming (RAN),…
