Fifteen third and fourth graders with attention-deficit/hyperactivity disorder were asked to complete reading self-efficacy and reading activity scales and standardized tests of oral and written language to examine the relationships between reading self-efficacy, reading activity, oral language, and reading achievement, with gender and age controlled. Students with higher self-efficacy for personally relevant reading activities displayed higher reading achievement, whereas those who held higher self-efficacy for fundamental reading skills displayed lower reading achievement, suggesting inflated perceived competence possibly due to meta-cognitive deficits. Students' reading performance decreased with age, suggesting the presence of Matthew effects. Fourth graders displayed higher task self-efficacy than third graders. Reading activity, oral language, and gender did not contribute significantly to predicting reading achievement in this sample of children.