ArticleDevelopmental science2024
Neurocognitive mechanisms of co-occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing.
Article in Developmental science, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed, 18 citations in OpenAlex.
- When Development Falls out of Sync: A Developmental Timing Framework for Learning Disabilities.Brain sciences · 2026Review
- Reading Disabilities With and Without Co-Occurring ADHD: No Evidence for Additive Impact on Reading Skills.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2026Article
- Parent-reported emotion regulation in children with dyslexia and/or developmental language disorder.Frontiers in psychology · 2026Article
- Short-term impacts of TV viewing on executive functions in children with reading difficulties: an eye tracking study.BMC pediatrics · 2025Article
- Stimulus shapes strategy: Effects of stimulus characteristics and individual differences in academic achievement on the neural mechanisms engaged during the N-back task.Developmental cognitive neuroscience · 2024Article
- Reflections on the past two decades of Mind, Brain, and Education.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2024Article
- What Components of Working Memory Are Impaired in Children with Reading and/or Mathematics Difficulties?Children (Basel, Switzerland) · 2023Article
- Early Reading and Math Developmental Trajectories: Examining Influences of Specific Learning Disabilities and Socioeconomic Status.Journal of learning disabilitiesArticle
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Authors and funding
11 authors at 5 institutions in 3 countries.
Funding
Abstract
Children with dyslexia frequently also struggle with math. However, studies of reading disability (RD) rarely assess math skill, and the neurocognitive mechanisms underlying co-occurring reading and math disability (RD+MD) are not clear. The current study aimed to identify behavioral and neurocognitive factors associated with co-occurring MD among 86 children with RD. Within this sample, 43% had co-occurring RD+MD and 22% demonstrated a possible vulnerability in math, while 35% had no math difficulties (RD-Only). We investigated whether RD-Only and RD+MD students differed behaviorally in their phonological awareness, reading skills, or executive functions, as well as in the brain mechanisms underlying word reading and visuospatial working memory using functional magnetic resonance imaging (fMRI). The RD+MD group did not differ from RD-Only on behavioral or brain measures of phonological awareness related to speech or print. However, the RD+MD group demonstrated significantly worse working memory and processing speed performance than the RD-Only group. The RD+MD group also exhibited reduced brain activations for visuospatial working memory relative to RD-Only. Exploratory brain-behavior correlations along a broad spectrum of math ability revealed that stronger math skills were associated with greater activation in bilateral visual cortex. These converging neuro-behavioral findings suggest that poor executive functions in general, including differences in visuospatial working memory, are specifically associated with co-occurring MD in the context of RD. RESEARCH HIGHLIGHTS: Children with reading disabilities (RD) frequently have a co-occurring math disability (MD), but the mechanisms behind this high comorbidity are not well understood. We examined differences in phonological awareness, reading skills, and executive function between children with RD only versus co-occurring RD+MD using behavioral and fMRI measures. Children with RD only versus RD+MD did not differ in their phonological processing, either behaviorally or in the brain. RD+MD was associated with additional behavioral difficulties in working memory, and reduced visual cortex activation during a visuospatial working memory task.
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