The Dual Pathways theory of AD/HD explains that there may be two independent neurologically based pathways in which AD/HD may develop: executive dysfunction (EDF) and delay aversion (DAv). A separate line of research has linked AD/HD to early reading problems. The purpose of this study was to further explore the two pathways of AD/HD in relation to the development of early literacy skills. More specifically, the relationship between EDF and DAv in preschoolers and phonemic awareness ability was examined. Using a hierarchical regression, it was indicated that there was a statistically significant relationship between EDF scores and levels of inattention as rated by teachers. Teacher-rated hyperactivity/impulsivity was also significantly correlated with our early literacy outcome measure, indicating a possible connection between these two variables. No significant relationships emerged between EDF or DAv and the early literacy measure. Future research should explore the role of teacher-reported inattention as a potential mediator of EDF and preliteracy development. Lastly, a third pathway has recently been proposed; the pathways model should be explored further using multiple measures for each to determine potential relationships with common functional impairments such as literacy development.  M.A
