ArticleJournal of learning disabilities
Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.
Article in Journal of learning disabilities. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 54 papers, 2 of them syntheses that pooled it.
What it found
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The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
54 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Examination of common and unique brain regions for atypical reading and math: a meta-analysis.Cerebral cortex (New York, N.Y. : 1991) · 2023Pooled it
- Are there shared neural correlates between dyslexia and ADHD? A meta-analysis of voxel-based morphometry studies.Journal of neurodevelopmental disorders · 2019Pooled it
- Investigating the Impact of Guided Imagery on Stress, Brain Functions, and Attention: A Randomized Trial.Sensors (Basel, Switzerland) · 2023Trial
- The Critical Role of Word Reading as a Predictor of Response to Intervention.Journal of learning disabilitiesTrial
- A neuroanatomical basis for co-occurring low attention and low reading ability.Cerebral cortex (New York, N.Y. : 1991) · 2026Article
- The interplay between executive function and learning disabilities: Developmental cognitive neuroscience perspectives on reading, math, and ADHD.Developmental cognitive neuroscience · 2026Review
- Crossroads in the Learning Brain: The Neural Overlap Between Arithmetic and Phonological Processing.Human brain mapping · 2026Article
- Differentiating the neurobiological correlates for reading gains in children with reading difficulties with and without attention-deficit/hyperactivity disorder using fMRI.Journal of the International Neuropsychological Society : JINS · 2025Article
- Associations of behavioral problems with white matter circuits connecting to the frontal lobes in school-aged children born at term and preterm.Neuroimage. Reports · 2024Article
- Cerebellar Neuromodulation Impacts Reading Fluency in Young Adults.Neurobiology of language (Cambridge, Mass.) · 2024Article
- Cognitive Predictors of the Overlap of Reading and Math in Middle School.Learning and individual differences · 2024Article
- Associations of behavioral problems with white matter circuits connecting to the frontal lobes in school-aged children born at term and preterm.medRxiv : the preprint server for health sciences · 2023Article
- Framing Executive Function as a Construct and its Relation to Academic Achievement.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2023Article
- Comorbidity between reading disability and ADHD in a community sample: Implications for academic, social, and neuropsychological functioning.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2023Article
- Domain Specific and Cross Domain Associations between PASS Cognitive Processes and Academic Achievement.Behavioral sciences (Basel, Switzerland) · 2023Article
- The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children.Annals of dyslexia · 2023Article
- Processing Speed is Related to the General Psychopathology Factor in Youth.Research on child and adolescent psychopathology · 2023Article
- The Use of Cognitive Tests in the Assessment of Dyslexia.Journal of Intelligence · 2023Review
- Attention-Deficit/Hyperactivity Disorder and Academic Functioning: Reading, Writing, and Math Abilities in a Community Sample of Youth with and without ADHD.Research on child and adolescent psychopathology · 2023Article
- Contribution of sustained attention abilities to real-world academic skills in children.Scientific reports · 2023Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.