The comorbidity of reading disorders and neurodevelopmental disorders is a persistent phenomenon with high prevalence rates in the pediatric population; however, its neuropsychological structure remains insufficiently conceptualized. The present study provides a systematic review of theoretical and empirical research aimed at identifying the mechanisms underlying the overlap between reading disorders (particularly dyslexia) and attention-deficit/hyperactivity disorder (ADHD), as well as autism spectrum disorders (ASD), in the context of preserved intellectual functioning. An analysis of publications from the past five years, together with foundational works in neuropsychology and developmental psychology, indicates that the frequency of comorbidity significantly exceeds the level expected by chance co-occurrence, suggesting the presence of shared genetic, cognitive, and neurobiological mechanisms. The review outlines the principal models of intersyndromic profiles, compares findings related to cognitive deficits (regulatory, semantic-integrative, and phonological), and systematizes evidence from contemporary neuropsychological and neuroimaging studies. Based on the synthesis of empirical data, an integrative conceptual model is proposed that reflects the dynamic interaction between a core reading deficit and modifying neuropsychological profiles in comorbid conditions. The study emphasizes the necessity of a syndromic approach to enhance diagnostic precision and to inform the development of differentiated intervention strategies.
Irina Yurievna Bakhshiian (Mon,) studied this question.
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