ArticleJournal of learning disabilities
A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills.
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 27 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
27 citing papers in PubMed, 1 synthesis or guideline pooled it, 80 citations in OpenAlex.
- Examination of common and unique brain regions for atypical reading and math: a meta-analysis.Cerebral cortex (New York, N.Y. : 1991) · 2023Pooled it
- The Critical Role of Word Reading as a Predictor of Response to Intervention.Journal of learning disabilitiesTrial
- Crossroads in the Learning Brain: The Neural Overlap Between Arithmetic and Phonological Processing.Human brain mapping · 2026Article
- Interventions for children and adolescents with specific learning disability and co-occurring disorders.Pediatric research · 2025Review
- The Interplay of Vocabulary, Working Memory, and Math Anxiety in Predicting Early Math Performance.Journal of Intelligence · 2025Article
- Do Computer-Based Accommodations Matter? An Evaluation of Bundled Accommodations for Secondary Students With Mild Intellectual Disabilities.Journal of special education technology : a publication of Utah State University, the Association for Special Education Technology, and the Technology and Media Division of the Council for Exceptional Children · 2025Article
- How relations between early reading skills and third-grade mathematics outcomes vary across distribution: A quantile regression approach.Developmental psychology · 2024Article
- Neurocognitive mechanisms of co-occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing.Developmental science · 2024Article
- Cognitive Predictors of the Overlap of Reading and Math in Middle School.Learning and individual differences · 2024Article
- 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
- The relationship between phonological processing and arithmetic in children with learning disabilities.Developmental science · 2023Article
- Shared grey matter correlates of reading and attention.Brain and language · 2023Article
- "Calculating faces": can face perception paradigms enrich dyscalculia research?Frontiers in psychology · 2023Review
- Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes.Journal of educational psychology · 2022Article
- Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory.Journal of educational psychology · 2021Article
- Identification of Phonology-Related Genes and Functional Characterization of Broca's and Wernicke's Regions in Language and Learning Disorders.Frontiers in neuroscience · 2021Article
- The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach.Frontiers in psychology · 2021Article
- Tracking Familial History of Reading and Math Difficulties in Children's Academic Outcomes.Frontiers in psychology · 2021Article
- Cross- and Within-Domain Associations of Early Reading and Mathematical Skills: Changes Across the Preschool Years.Frontiers in psychology · 2021Article
- Diagnostic Associations of Processing Speed in a Transdiagnostic, Pediatric Sample.Scientific reports · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 3 institutions in 1 country.
Funding
Abstract
Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.
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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.