What Components of Working Memory Are Impaired in Children with Reading and/or Mathematics Difficulties?

Rui Chen, George K Georgiou, Peng Peng, Yuanyuan Li, Beilei Li, Jiali Wang, Sha Tao

Abstract read

In one paragraph

Article in Children (Basel, Switzerland), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it

0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Do Children With Comorbid Reading and Mathematics Difficulties Experience More Internalizing Problems?Journal of learning disabilities
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Rui ChenState Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China.

George K GeorgiouDepartment of Educational Psychology, University of Alberta, Edmonton, AB T6G 2G5, Canada.ORCID 0000-0002-9081-992X

Peng PengDepartment of Special Education, College of Education, The University of Texas at Austin, Austin, TX 78712, USA.

Yuanyuan LiState Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China.

Beilei LiFaculty of Education, Beijing Normal University, Beijing 100875, China.

Jiali WangState Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China.

Sha TaoState Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China.ORCID 0000-0002-0928-0681

Funding

National Science Foundation of China (NSFC) grant 71834002the 111 project B070008

6 · The paper itself

Abstract

Both reading difficulties (RD) and mathematics difficulties (MD) are common neurodevelopmental disorders. The co-occurrence of RD and MD, known as comorbid RDMD, is estimated to range between 21% and 45% of children with learning disabilities. Deficits in working memory have been reported in both RD and MD groups, as well as among comorbid RDMD. However, previous comorbidity studies have only examined the role of some components of working memory, and they do not strictly match their groups on relevant reading and mathematics tasks. Thus, the purpose of this study is to examine the nature of working memory deficits in comorbid RDMD after matching groups based on reading and mathematics tasks. We assessed four groups of children (RD [

Indexed as

comorbiditylearning disabilitiesmathematicsreadingworking memory

Identifiers

PMID37892380

DOI10.3390/children10101719

PMCPMC10605512

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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.