Exploring how symptoms of Attention‐Deficit/Hyperactivity Disorder are related to reading and mathematics performance

Children with Attention Deficit Hyperactivity Disorder (ADHD) tend to perform more poorly on tests of reading and mathematical performance than their typical peers. Quantitative genetic analyses allow for a better understanding of the etiology among ADHD, reading and mathematics outcomes, examining the common and unique genetic and environmental influences. Analyses were based on a sample 271 pairs of 10-year-old monozygotic and dizygotic twins drawn from the Western Reserve Reading and Mathematics Project. In general, the results suggested that the association among ADHD symptoms, reading and math outcomes was influenced by both common genetic and environmental factors. Outside of this common relationship, ADHD symptoms also suggested significant independent genetic effects. The results imply differing etiological factors underlying the relationships among ADHD, reading and mathematics. It appears that both genetic and common family and/or school environments link ADHD and academic performance.