Dyslexia vs. ADHD: Distinct Disorders with Shared Challenges

These disorders interfere with the learning process.

ADD

It was not until late into my adulthood that I realized that I have ADHD. As a school student, my mind would wander and I would miss major parts of the lesson. I was not hyperactive. My problem was the inability to focus attention. Teachers thought of me as not very smart. I know this because when students and parents met with each teacher on the annual parent visiting day, I heard this repeated.

So, how did I get this far? I have two master's degrees and two Ph. Ds. I believe I was determined to prove everyone wrong. I succeeded, but with one exception. Even now, at this late stage of my life, it isn’t easy to think of myself as smart. I am not alone in that, as years of psychotherapy with young people have proven to me.

Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) are two distinct neurological disorders that can be observed in children and adults. They may share many characteristics in a presentation that can complicate the diagnosis process. These often interrupt academic and social performance, although they stem from different etiologies, and the symptoms come from other causes.

Dyslexia is more or less specific to reading and rooted in language-based processing deficits. It is a learning disorder emanating from a lack of recognition and an inability to decode written words. People with dyslexia seem to have normal intelligence but can perform reading, writing, spelling, or talking tasks.

The problem is the difference in how the brain processes phonological sounds and their relationship with letters and words.

The result is that it makes them read and unable to spell correctly. In addition, reading fluency is inconsistent. It leads to frustration and low confidence, but most dyslexic people can learn to manage it if the correct intervention measures are implemented. ADHD is an inattention pattern coupled with hyperactivity-impulsivity, which results in deficits in development or functioning.

An individual with ADHD has difficulty maintaining focus and paying attention and struggles to follow through with tasks, stay organized, and control impulsivity. This may manifest as hyperactivity and impulsivity—fidgeting, inability to sit still, talking, and interrupting others.

Poor focus and lack of impulse control, from academics to social interactions, lead to struggles in all areas. Dyslexia and ADHD are very different disorders, but there can be overlap in symptoms, especially in academic settings. For example, both dyslexia and ADHD can make it difficult for children to pay attention while reading or writing.

This overlap can make it hard to distinguish between the two, especially when a child is inattentive or impulsive and struggles with reading because they cannot focus long enough to practice and improve.

These tendencies often overlap, and comorbidity is common—people diagnosed with dyslexia show symptoms of ADHD, and vice versa. However, the primary disturbance in dyslexia lies in the brain’s language processing areas, affecting phonological components.

In contrast, ADHD affects broader brain functions involving executive attention control, impulse regulation, behavioral inhibition, and working memory. These differences require different approaches to treatment and support. Dyslexia interventions involve structured reading programs focusing on phonological skills and reading comprehension strategies.

Multisensory methods using visual, auditory, and kinesthetic-tactile approaches help individuals improve reading and writing skills.

Procrastination, which is more accurately associated with attention deficit disorder (ADD), can affect anyone and is a challenging behavior linked to ADHD. For many adults with ADD, procrastination is not a choice to avoid work but a result of executive function difficulties. Executive functions are cognitive processes that help plan, focus, remember instructions, and multitask.

Other major executive functions affected by ADD/ADHD include time management, initiation, and sustaining attention on tasks. For example, because of impulsivity and emotional regulation issues, individuals with ADD/ADHD often struggle to estimate how long a task will take and cannot start working on it. They may also need help organizing time and prioritizing tasks.

Task initiation can be challenging for those with ADD/ADHD. They may have short attention spans, get distracted, or feel unmotivated if a more immediate, rewarding task exists. Once they start an activity, concentration may still be difficult. Impulsivity can cause them to begin tasks but struggle to complete them because of frequent shifts in attention. This results in lateness and many unfinished projects.

In other cases, impulsivity can lead to quick decision-making based on immediate rather than long-term goals. As a result, individuals with ADD/ADHD often gravitate toward activities that provide immediate satisfaction rather than tasks requiring long-term effort, which they may not value.

Emotional regulation difficulties can also contribute to procrastination.

For example, frustration, worry, or anxiety about a task can cause someone with ADD/ADHD to avoid starting it. Procrastination in ADD/ADHD is not because of laziness or unwillingness to act but because executive function is impaired. Understanding this is key to effective interventions for procrastination.

There are many strategies to help individuals with ADD/ADHD reduce procrastination. Breaking tasks into small steps makes them less overwhelming and provides a sense of accomplishment. Timers and alarms help them stay on track and remind them to start or return to tasks. Structured environments with assigned times, calendars, planners, and routines can help manage internal challenges. Coaches, therapists, and accountability partners can provide external motivation and guidance, which most procrastinators need.

Mindfulness and cognitive-behavioral therapy strategies can help fight procrastination tendencies, improve time management, and enhance organizational skills. Some stimulant and non-stimulant medications used to treat ADHD/ADD can improve focus and reduce procrastination tendencies.