OBJECTIVE: Visual-motor integration, motor coordination, and visual perception are associated with academic achievement in early school-aged children; however, our understanding of these associations in older school-aged children and children with neurodevelopmental disorders is limited. METHOD: A well-characterized, clinically evaluated sample of 39 children with and without ADHD ages 8–13 (M=10.07, SD=1.56; 14 girls; 67.5% White/non-Hispanic) were administered standardized academic and visual-motor integration tests. RESULTS: Backward entry regression analyses that initially included age, sex, socioeconomic status, ADHD symptoms, comorbidities, and IQ revealed that better visual perception uniquely predicted better-developed reading (β=.38) and math skills (β=.21; both p