Table 1.

Participant Descriptive Data

Variable	Dyslexia		Dyslexia/ADHD		ADHD		Controls
	Mean	SD	Mean	SD	Mean	SD	Mean	SD
Age (years)	10.28	1.35	9.54	0.89	9.44	1.05	9.90	1.06
Edinburgh	95.00	5.27	80.00	28.36	86.54	25.93	86.43	33.75
WISC-III
Full-Scale IQ	99.80	12.51	105.31	17.41	104.92	15.15	111.90	12.26
Verbal IQa	97.80	11.70	103.84	19.88	106.38	13.16	117.40	15.94
Verbal Comprehension Indexa	100.10	11.86	104.31	20.67	108.23	14.02	116.60	15.43
Freedom from Distractibility Indexb	88.40	10.81	96.62	15.42	97.46	11.52	113.60	14.50
Performance IQ	102.50	13.47	106.23	14.31	102.84	16.83	103.60	9.31
Perceptual Organization Index	106.60	13.78	108.15	16.23	104.00	18.44	102.50	7.26
Processing Speed Index	93.60	14.69	96.83	9.17	96.31	12.30	108.11	14.80
WRAT-3
Readingc	79.00	12.16	81.77	9.04	101.54	11.69	111.00	15.62
Spellingc	81.56	11.33	85.31	7.26	95.15	8.40	107.10	13.30
Arithmeticc	86.56	11.40	92.23	11.68	100.92	12.01	105.70	7.66
WRMT-R
Word Attackc	77.90	13.33	82.00	7.69	99.38	11.86	106.70	17.47
Passage Comprehensionc	75.30	14.52	82.54	9.73	93.62	11.07	108.60	12.82
CBCL
Parent form Attention Problemsd	55.90	6.35	68.00	6.63	69.85	6.80	53.14	5.84
Teacher form Attention Problemse	60.30	9.09	69.91	13.41	69.00	11.83	56.14	7.88

Note. Edinburgh is measured in percent of tasks performed with the right hand. CBCL is in T-scores, and the rest of the measures are in standard scores.

^aThose with and without dyslexia differed at p ≤ .05.

^bThose with and without dyslexia differed at p = .01.

^cThose with and without dyslexia differed at p < .001.

^dThose with and without ADHD differed at p < .001.

^eThose with and without ADHD differed at p < .01.