目的 探讨注意缺陷多动障碍（ADHD）共患发展性阅读障碍（DD）儿童的智力特征。方法 纳入ADHD共患DD儿童55例、单纯ADHD儿童150例、单纯DD儿童22例作为研究对象，采用韦氏儿童智力测验第四版（WISC-Ⅳ）测试3组儿童的智力水平，比较3组儿童的智力特征。结果 ADHD共患DD组、单纯ADHD组、单纯DD组3组儿童总智商、言语理解指数、知觉推理指数、工作记忆指数得分的比较差异有统计学意义（P < 0.05），其中ADHD共患DD组总智商、言语理解指数、知觉推理指数、工作记忆指数得分低于单纯ADHD组；ADHD共患DD组总智商低于单纯DD组（P < 0.05）；单纯DD组言语理解指数得分低于单纯ADHD组（P < 0.05）。10个核心分测验比较中，ADHD共患DD组类同、词汇、理解、背数、图画概念、矩阵推理、字母-数字排序得分低于单纯ADHD组（P < 0.05），ADHD共患DD组词汇、类同、图画概念、矩阵推理、背数得分低于单纯DD组（P < 0.05）。结论 ADHD共患DD儿童总智商、言语理解、知觉推理、工作记忆较单纯ADHD受损更明显；建议加强对ADHD共患DD儿童进行类同、词汇、矩阵推理、图画概念、背数等专项训练。

Objective To study the intellectual characteristics of children with attention deficit hyperactivity disorder (ADHD) and developmental dyslexia (DD). Methods A total of 55 children with ADHD and DD (ADHD+DD group), 150 children with ADHD alone (ADHD group), and 22 children with DD alone (DD group) were enrolled as subjects. Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) was used to evaluate and compare intellectual characteristics among the three groups. Results There were significant differences in the scores of full-scale intelligence quotient (FSIQ), verbal comprehension index, perceptual reasoning index, and working memory index among the three groups (P < 0.05):the ADHD+DD group had significantly lower scores of FSIQ, verbal comprehension index, perceptual reasoning index, and working memory index than the ADHD group, as well as a significantly lower FSIQ score than the DD group. A comparison of the 10 core subtests in WISC-IV showed that compared with the ADHD group, the ADHD+DD group had significantly lower scores of similarities, vocabulary, comprehension, recitation, picture concepts, matrix reasoning, and letter-number sequencing (P < 0.05). Compared with the DD group, the ADHD+DD group had significantly lower scores of vocabulary, similarities, picture concepts, matrix reasoning, and recitation (P < 0.05). Conclusions Compared with the children with ADHD alone, the children with ADHD and DD have more severe impairment of FSIQ, verbal comprehension, perceptual reasoning, and working memory, and therefore, it is suggested to enhance the training on similarities, vocabulary, matrix reasoning, picture concepts, and recitation for children with ADHD and DD in clinical practice.