Dyslexia and ADHD: What Is the Difference?
Updated: Oct 28
Two different areas of difficulty
Dyslexia is primarily associated with difficulties in learning to read and spell, linked to underlying processing differences. Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition involving persistent patterns of inattention and/or hyperactivity-impulsivity that affect functioning across settings.
They are not different names for the same difficulty. A child can have dyslexia without ADHD, ADHD without dyslexia, both conditions or neither. Understanding the distinction helps families seek the right assessment and support.
Why the classroom signs can look similar
A pupil may lose their place when reading, leave work unfinished or avoid long written tasks. Those behaviours could arise because reading is slow and tiring, because attention is difficult to sustain, or through a combination of factors.
Another pupil may seem inattentive during copying because they cannot keep pace. The behaviour alone does not reveal the cause. Adults need to consider when it happens, the difficulty of the task, the child’s skills and whether similar problems occur outside literacy-heavy activities.
What dyslexia-related evidence looks like
A specialist dyslexia assessment explores the development of reading and spelling, including accuracy, fluency and relevant processing skills. The assessor also considers background history, teaching and the impact on learning.
A pupil who understands spoken material but struggles to decode unfamiliar words or spell accurately may show a pattern consistent with dyslexia. Attention during testing is relevant to interpreting results, but a dyslexia assessment is not itself a medical or clinical diagnosis of ADHD.
What an ADHD assessment considers
An ADHD assessment looks at developmental history, symptoms, impairment and information from more than one setting, using appropriate clinical criteria. It is usually undertaken by a suitably qualified healthcare professional.
Teachers and parents may provide valuable information, but a classroom checklist alone cannot establish ADHD. If attention concerns are substantial across home and school, speak with the GP or relevant local pathway about an appropriate assessment. Waiting arrangements and referral routes vary by area and age.
Can both occur together?
Yes. Dyslexia and ADHD can co-occur. A learner may need explicit reading and spelling instruction while also benefiting from support with task initiation, organisation and attention. It is a mistake to assume that treating one issue will automatically resolve the other.
Equally, the presence of ADHD should not cause persistent literacy difficulties to be overlooked. A joined-up account of strengths, needs and daily impact is more helpful than deciding which label explains everything.
Practical adjustments while questions are explored
Break lengthy tasks into manageable stages, make instructions visible, check understanding and reduce unnecessary copying. For literacy, provide explicit teaching and allow access to content through audio where appropriate. For attention and organisation, predictable routines, clear deadlines and brief check-ins may help.
Ask the pupil which parts of a task are hardest: understanding the instruction, getting started, reading the material, remembering steps or producing a written answer. That information can guide support before a formal diagnosis.
Avoid common assumptions
Dyslexia does not mean a child cannot concentrate, and ADHD does not necessarily mean a child cannot read well. Neither condition indicates low intelligence or lack of effort. A learner may also experience anxiety, sleep difficulties or other factors that affect attention and schoolwork.
Professionals should consider alternative and co-occurring explanations rather than using a single test result or behaviour as proof. Parents can ask how the assessment distinguishes literacy skills from wider attention demands.
A useful next conversation
Take two or three examples to school: what the child was asked to do, what happened, and whether the difficulty appeared during spoken or non-reading activities too.
Ask the SENCo what literacy evidence is available, which classroom supports are already being tried and whether broader attention concerns warrant discussion with health services. The immediate priority is to remove barriers and monitor whether the chosen support works.
Discussing an assessment
Mark Trewby offers diagnostic dyslexia assessments online across the UK for ages 11–21 and face-to-face in Bournemouth for ages 8–21. The £400 fee includes a personalised report within seven working days and feedback. An introductory conversation can help you discuss suitability; a diagnosis cannot be promised in advance.