الفهرس 
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Abstract
ADHD is neurodevelopmental disorder and chronic condition marked by persistent inattention, hyperactivity, and sometimes impulsivity. ADHD begins in childhood and often lasts into adulthood. There are three main types of ADHD, which differ according to the symptoms that present most commonly. I). ADHD, combined presentation II). ADHD, predominantly impulsive/hyperactive III). ADHD, predominantly inattentive Learning disabilities refers to on-going problems in one of three areas, reading(dyslexia), writing(dysgraphia) and math(dyscalculia), which are foundational to one‟s ability to learn.5 to 15 percent of school-age children struggle with a learning disability. One-third of these children with learning disabilities are estimated to also have (ADHD). 31% to 45% of children with ADHD has a learning disability, and vice versa. Dysgraphia is a disturbance or difficulty in the production of written language that has to do with the mechanics of writing. The difficulty manifested in the form of inadequate performance of handwriting among children who are of at least average intelligence level and who have not identified as having any obvious neurological or perceptual-motor problems. Specific dysgraphia divided into three subtypes: I). Dyslexic dysgraphia II). Motor dysgraphia III). Spatial dysgraphia An estimated 20-60% of children with ADHD also have one or more learning disabilities like dysgraphia. Children with ADHD made significantly more spelling errors, but showed a unique pattern introducing letter insertions, substitutions, transpositions and omissions. This error type also known as graphemic buffer errors, which can be explained by impaired attention aspects needed for motor planning. Kinematic manifestations of writing deficits were fast, inaccurate and an inefficient, written product accompanied by higher levels of axial pen pressure. The protocol of Assessment was applied on twenty cases of ADHD children that were chosen randomly from patient attending to phoniatric unit Tanta University hospital and twenty normal children were chosen randomly from school. (30males and 10 females), their ages ranged between 6.5 to 10 years with IQ ≥ 90. A comprehensive protocol of assessment was applied to each child, including elementary diagnostic procedures and clinical diagnostic aids. Assessment protocol: Every case will pre-diagnosed by the following protocol of assessment: I. Elementary diagnostic procedures: 1. History taking. 2. General examination 3. Vocal tract examination 4. Ear and nose examination 5. Neurological examination 6. Auditory perceptual assessment of language and speech. II. Clinical diagnostic aids: 1. Stanford–Binet Intelligence Scales “5th Arabic version” 2. Complete learning disability battery: Language test by PLS4-modified test Illinois test of psycholinguistic abilities. Phonological awareness test when possible. Dyslexia screening test. Dysgraphia disability scale. The study revealed the following results :- 10%of ADHD children had Normal Hand Writing with no disability, 40 % had Good handwriting with minimal disability was more in ADHD children and50% of ADHD children showed mild to moderate disability. There was no statistical significant difference between males and females of ADHD children in score of DDS. There was no statistical significant difference between age in ADHD children Fine Motor Function affected in ADHD children than in control children. Graphesthesia and Stereognosis affected more in ADHD children than in control children Motor function affected in ADHD children than in control children. There were statistically significant differences between ADHD children and control children regarding results of each item of the handwriting subtest of the DDS, respecting lines, spacing between words, letter direction, spelling a sentence and punctuation. Drawing affected in children ADHD children. The finger tapping speed affected in almost ADHD children.