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The present study aimed to determine whether ADHD alone differs from ADHD with RD in error monitoring, which is part of the executive system, as measured while reading. Method: Event-related potentials were recorded during a lexical decision task performed by children with comorbid ADHD and RD and children with ADHD. Results: Lower executive function and reading abilities were accompanied by decreased event-related potential components in participants with ADHD and RD, compared with participants with ADHD. Conclusion: Results suggest that the error monitoring activation can be used as a possible biomarker to objectively differentiate ADHD with RD from ADHD alone.<\/jats:p>","DOI":"10.1177\/1087054713488440","type":"journal-article","created":{"date-parts":[[2013,6,1]],"date-time":"2013-06-01T02:57:59Z","timestamp":1370055479000},"page":"889-902","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":8,"title":["Can the Error-Monitoring System Differentiate ADHD From ADHD With Reading Disability? 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