ArticleFrontiers in public health2020
From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities.
Article in Frontiers in public health, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 2 of them syntheses that pooled it.
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Who cites it
8 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
- The neuroscience basis and educational interventions of mathematical cognitive impairment and anxiety: a systematic literature review.Frontiers in psychology · 2023Pooled it
- 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
- A-B-3-Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?PloS one · 2023Article
- "Calculating faces": can face perception paradigms enrich dyscalculia research?Frontiers in psychology · 2023Review
- On the Application of Developmental Cognitive Neuroscience in Educational Environments.Brain sciences · 2022Article
- Specificity, Co-Occurrence, and Growth: Math and Reading Skill Development in Children With Learning Disabilities.Journal of learning disabilitiesArticle
Corrections and comments
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Authors and funding
3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD group) and both (comorbidity: MDRD group), with tests widely used in both psychoeducational and neuropsychological batteries. As expected, the MDRD group exhibited reading deficits like those shown by the RD group. The former group also exhibited deficits in quantitative reasoning like those shown by the MD group. However, other deficits related to verbal working memory and semantic memory were exclusive to the MDRD group. These findings were independent of gender, age, or socioeconomic and demographic factors. Through a systematic exhaustive review of clinical neuroimaging literature, we mapped the resulting cognitive profiles to correspondingly plausible neuroanatomical substrates of dyslexia and dyscalculia. In our resulting "probing" model, the complex set of domain-specific and domain-general impairments shown in the comorbidity of reading and mathematical disabilities are hypothesized as being related to atypical development of the left angular gyrus. The present neuroeducational approach bridges a long-standing transdisciplinary divide and contributes a step further toward improved early prediction, teaching and interventions for children and adults with combined reading and math disabilities.
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Registered trials
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