Objective: This study aimed to assess executive functions and reading abilities in children with ADHD and to find out gender differences in the previous two parameters.Subjects: Two groups of Egyptian primary school students of both sexes aged 8-12 were compared; 60 ADHD cases (30 males and 30 females) and 40 control subjects.Method: Members of the two groups were subjected to full psychiatric examination, IQ assessment using Stanford Binet intelligence scale, The Arabic version of Conners’ Parent Rating Scale- Revised- Long version CPRS-R-L for Assessment of the presence and severity of ADHD symptoms, Wisconsin Card Sorting Test for assessment of Executive Functions and the Metacognitive Reading Comprehension Scale for assessment of reading comprehension.Results: Children with ADHD showed worse scores than control subjects on the Wisconsin Card Sorting Test and the Metacognitive Reading Comprehension Scale with statistically significant differences, but boys with ADHD showed comparable deficits to girls with ADHD, with no statistically significant differences.Conclusion: Though there was clear affection of EFs and reading abilities in children with ADHD when compared to controls, there were no gender differences in the previous two parameters.