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Visual-motor integration, motor coordination, and visual perception are associated with academic achievement in early school-aged children; however, our understanding of these associations in older school-aged children and children with neurodevelopmental disorders is limited. A well-characterized, clinically evaluated sample of 39 children with and without ADHD ages 8–13 ( M  = 10.07,  SD  = 1.56; 14 girls; 67.5% White/non-Hispanic) were administered standardized academic and visual-motor integration tests. Results: Backward entry regression analyses that initially included age, sex, socioeconomic status, ADHD symptoms, comorbidities, and IQ revealed that better visual perception uniquely predicted better-developed reading (β = .38) and math skills (β = .21; both  p  &lt; .03), whereas better motor coordination was associated with better reading (β = .25), writing (β = .50), and math skills (β = .21 all  p  &lt; .05). The integration of visual perception and motor coordination processes was uniquely associated only with math skills (β = .28;  p  = .007). Children with ADHD exhibited significantly lower visual-motor integration ( d  = 1.16) and potentially motor coordination ( d  = 0.51), but did not differ from Non-ADHD children in terms of visual perception ( d  = 0.03). These findings extend prior evidence from younger, neurotypical samples, and indicate that underdeveloped visual-motor integration and/or its subcomponents (visual perception and motor coordination) reflect unique risk factors for academic underachievement in school-aged children’s math, reading, and written language skills.

Is there a relation between visual motor integration and academic achievement in school-aged children with and without ADHD?