ArticleFrontiers in psychology2016
Shared and Unique Risk Factors Underlying Mathematical Disability and Reading and Spelling Disability.
Article in Frontiers in psychology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 28 papers, 1 of them a synthesis that pooled it.
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Who cites it
28 citing papers in PubMed, 1 synthesis or guideline 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
- Comparing aperiodic activity in consumer-grade and research-grade EEG: Reliability and association with mathematical ability.Behavior research methods · 2026Article
- Crossroads in the Learning Brain: The Neural Overlap Between Arithmetic and Phonological Processing.Human brain mapping · 2026Article
- Are children with early literacy difficulties at risk for anxiety disorders in late childhood?Annals of dyslexia · 2024Article
- Neurocognitive mechanisms of co-occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing.Developmental science · 2024Article
- What Components of Working Memory Are Impaired in Children with Reading and/or Mathematics Difficulties?Children (Basel, Switzerland) · 2023Article
- The relationship between phonological processing and arithmetic in children with learning disabilities.Developmental science · 2023Article
- Revisiting Multifactor Models of Dyslexia: Do They Fit Empirical Data and What Are Their Implications for Intervention?Brain sciences · 2023Article
- A-B-3-Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?PloS one · 2023Article
- Domain-General Cognitive Skills in Children with Mathematical Difficulties and Dyscalculia: A Systematic Review of the Literature.Brain sciences · 2022Review
- Dorsal visual stream activity during coherent motion processing is not related to math ability or dyscalculia.NeuroImage. Clinical · 2022Article
- Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective.Brain sciences · 2021Article
- Ability to Consolidate Instances as a Proxy for the Association Among Reading, Spelling, and Math Learning Skill.Frontiers in psychology · 2021Article
- Tracking Familial History of Reading and Math Difficulties in Children's Academic Outcomes.Frontiers in psychology · 2021Article
- The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach.Frontiers in psychology · 2021Article
- Do Reading and Arithmetic Fluency Share the Same Cognitive Base?Frontiers in psychology · 2021Article
- How Cognitive Strengths Compensate Weaknesses Related to Specific Learning Difficulties in Fourth-Grade Children.Frontiers in psychology · 2021Article
- Article
- Testing the Specificity of Predictors of Reading, Spelling and Maths: A New Model of the Association Among Learning Skills Based on Competence, Performance and Acquisition.Frontiers in human neuroscience · 2020Article
- From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities.Frontiers in public health · 2020Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
High comorbidity rates have been reported between mathematical learning disabilities (MD) and reading and spelling disabilities (RSD). Research has identified skills related to math, such as number sense (NS) and visuospatial working memory (visuospatial WM), as well as to literacy, such as phonological awareness (PA), rapid automatized naming (RAN) and verbal short-term memory (Verbal STM). In order to explain the high comorbidity rates between MD and RSD, 7-11-year-old children were assessed on a range of cognitive abilities related to literacy (PA, RAN, Verbal STM) and mathematical ability (visuospatial WM, NS). The group of children consisted of typically developing (TD) children (n = 32), children with MD (n = 26), children with RSD (n = 29), and combined MD and RSD (n = 43). It was hypothesized that, in line with the multiple deficit view on learning disorders, at least one unique predictor for both MD and RSD and a possible shared cognitive risk factor would be found to account for the comorbidity between the symptom dimensions literacy and math. Secondly, our hypotheses were that (a) a probabilistic multi-factorial risk factor model would provide a better fit to the data than a deterministic single risk factor model and (b) that a shared risk factor model would provide a better fit than the specific multi-factorial model. All our hypotheses were confirmed. NS and visuospatial WM were identified as unique cognitive predictors for MD, whereas PA and RAN were both associated with RSD. Also, a shared risk factor model with PA as a cognitive predictor for both RSD and MD fitted the data best, indicating that MD and RSD might co-occur due to a shared underlying deficit in phonological processing. Possible explanations are discussed in the context of sample selection and composition. This study shows that different cognitive factors play a role in mathematics and literacy, and that a phonological processing deficit might play a role in the occurrence of MD and RSD.
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