Two conditions that frequently travel together
ADHD and dyslexia are separate conditions with distinct neurological profiles, but they co-occur far more often than chance would predict. Estimates suggest that 30-50% of people with dyslexia also have ADHD, and a similar percentage of people with ADHD have dyslexia (Willcutt & Pennington, 2000). When both are present, the challenges compound in ways that neither condition alone would produce.
Dyslexia affects the brain's phonological processing system, making it harder to decode written language. ADHD affects executive function, making it harder to sustain attention, organize information, and regulate effort. When reading requires both decoding ability and sustained attention, having deficits in both creates a reading experience that is significantly more difficult than either condition alone.
How to tell them apart
Misdiagnosis is common because ADHD and dyslexia can look similar on the surface. Both cause reading difficulty, both affect academic performance, and both can make someone seem like they are not trying hard enough. The difference is in the mechanism:
ADHD-related reading difficulty stems from attention and working memory. You can decode the words, but you lose track of what you just read. You re-read paragraphs because your mind wandered. Reading feels effortful not because the words are hard to decode, but because sustaining focus long enough to process them is hard.
Dyslexia-related reading difficulty stems from phonological processing. Letters reverse or blur. Sounding out unfamiliar words is genuinely difficult. Reading is slow even when you are fully focused and paying attention. The problem is in converting written symbols to language, not in maintaining attention.
When both are present, you struggle to decode words AND to sustain the attention needed to work through that decoding process. The combined effect is significantly worse than either alone.
Why proper assessment matters
If only ADHD is identified and treated, dyslexia-related reading problems will persist even with medication. If only dyslexia is identified, the attentional and executive function issues will undermine reading interventions. Faraone et al. (2021) emphasize the importance of comprehensive assessment that screens for comorbid conditions. If you are being evaluated for either condition, ask the evaluator to screen for the other.
Strategies for managing both conditions
- Use audiobooks and text-to-speech. This bypasses the decoding problem while still allowing you to absorb information. Listening while following along with the text can strengthen both decoding and comprehension simultaneously. Many libraries offer free audiobook apps.
- Reduce visual clutter on the page. Use a reading guide or ruler to isolate the line you are reading. Adjust font size and line spacing on digital devices. Dyslexia-friendly fonts (like OpenDyslexic) can help some readers. These modifications reduce the decoding demand, freeing up attention for comprehension.
- Break reading into timed blocks. With both conditions, reading stamina is limited. Use the Pomodoro technique: read for 15 minutes, take a 5-minute break. Set a visual timer so you do not need to monitor time while reading.
- Summarize as you go. After each paragraph or section, pause and write one sentence about what you just read. This forces active processing, catches comprehension gaps early, and creates notes you can reference later. UpOrbit's brain dump can capture these quick summaries.
- Advocate for accommodations. In educational settings, dual diagnosis often qualifies for extended time, alternative testing formats, and assistive technology. In the workplace, reasonable accommodations might include audio versions of written materials or speech-to-text for written tasks.
The strength in the overlap
People with both ADHD and dyslexia often develop exceptionally strong compensatory skills: creative problem-solving, visual-spatial thinking, verbal communication, and the ability to approach problems from unconventional angles. These are not consolation prizes. They are genuine cognitive strengths forged by years of finding workarounds. Acknowledging the challenges does not mean ignoring the assets.
References
- Willcutt & Pennington (2000). Comorbidity of reading disability and ADHD. J. of Learning Disabilities, 33(2), 179-191.
- Faraone et al. (2021). World Federation of ADHD Consensus Statement. Neuroscience & Biobehavioral Reviews, 128, 789-818.