espanolEl presente estudio tuvo como objetivo comparar el desempeno neuropsicologico en el proceso de lenguaje de ninos y ninas con TDAH de tipo mixto e inatento de un grupo control; asi mismo, busco establecer correlacion entre el desempeno de los ninos y ninas en tareas academicas y neuropsicologicas. La investigacion se ha realizado con base en un diseno no experimental de corte transversal, de tipo correlacional. Entre los resultados el TDAH se encontro en un 70% de los ninos y en un 30% de las ninas; al discriminar por subtipo, se observo que para el TDAH-C el porcentaje de ninos alcanzo el 72.2%, mientras que para el TDAH-I fue de 66.7%. La edad mas comun en la que se presento el TDAH - C fue a los 7 y el TDAH-I a los 12 anos respectivamente. El TDAH se encontro mayoritariamente en los estratos 3 y 4. Entre las conclusiones encontradas, se establecieron diferencias significativas entre las medias de las habilidades metalinguisticas para la tarea de conteo de sonidos entre el grupo de TDAH-I y el control. Asi mismo, se aprecio correlacion significativa entre el desempeno en tareas academicas y neuropsicologicas de la Bateria de Evaluacion Neuropsicologica (ENI) aplicadas para valorar el lenguaje. Finalmente se establecio correlacion positiva entre el funcionamiento de los ninos y las ninas con TDAH en las areas de lectura y todas las tareas de lenguaje empleadas en la evaluacion EnglishThe present study had as main objectives to compare neuropsychological performance in the process of children's language with ADHD (mixed and inattention type) in a control group; likewise, it also searched to establish correlation between children’s performance in academic and neuropsychological tasks. The research was carried out with in a non-experimental cross-sectional design and correlational type. The results ADHD was found in 70% of boys and in 30% of girls, when to discriminate by subtypes, it was observed that for ADHDC, the percentage of boys reached 72.2%, while for ADHA-I was 66.7%. The most common age where was found the ADHD-C was at 7 and ADHD-I to 12 years old respectively. The ADHD was found mainly in social level 3 and 4. Between the conclusions found, significant differences were established between the means of metalinguistic skills for the task of counting sounds among the group of ADHDI and the control group. Similarly, significant correlation was appreciated among academic and neuropsychological tasks performance of the Neuropsychological Assessment Battery (NAB) applied to measure language. Finally, a positive correlation was found between the performance in boys and girls with ADHD in reading areas and all the language tasks used in the evaluation