Skills with expository language in children with attention deficit hyperactivity disorder (ADHD) are often overlooked both clinically and educationally, although they are critical for academic success. Working memory is a key cognitive resource that supports higher-level language skills and that is frequently impaired in ADHD. The results of two studies demonstrate that children aged 9-12 years with ADHD, but without basic language deficits, showed less linguistically complex and informative retellings of expository passages than typically developing children, and their self-generated explanations were as poor as those of children with ADHD and basic language deficits. Both verbal and visual-spatial working memory skills were positively correlated with complexity and informativeness measures.
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