Evidence map›Paper›PMID 38360731›Full record

ArticleNPJ science of learning2024

Profiles of mathematical deficits in children with dyslexia.

B Pedemonte, C W Pereira, V Borghesani, M Ebbert, I E Allen, P Pinheiro-Chagas, J De Leon, Z Miller, B L Tee, M L Gorno-Tempini

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in NPJ science of learning, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing 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

2 citing papers in PubMed.

  1. Article
  2. 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

10 authors.

B PedemonteMemory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA. Bettina.pedemonte@ucsf.edu.ORCID http://orcid.org/0000-0002-7220-5123
C W PereiraMemory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.
V BorghesaniFaculty of Psychology and Educational Sciences, Université de Genève, Genève, CH, Switzerland.ORCID http://orcid.org/0000-0002-7909-8631
M EbbertMemory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.
I E AllenDepartment of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA.
P Pinheiro-ChagasMemory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.
J De LeonMemory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.
Z MillerMemory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.
B L TeeMemory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.
M L Gorno-TempiniMemory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.

Funding

TDP-43 Loss-of-Function: Biology to BiomarkersP01AG019724 · NIA · UNIVERSITY OF PENNSYLVANIA · PI Jennifer Merrilees · 2002 to 2026
$67.2M
Training program in the neurology of language and neurodegenerative aphasiasK24DC015544 · NIDCD · UNIVERSITY OF CALIFORNIA, SAN FRANCISCO · PI GORNO TEMPINI, MARIA LUISA · 2016 to 2025
$1.9M
Chinese Language Assessment in Primary Progressive AphasiaR21AG068757 · NIA · UNIVERSITY OF CALIFORNIA, SAN FRANCISCO · PI GORNO TEMPINI, MARIA LUISA · 2021 to 2022
$360k
NIA NIH HHS P01 AG019724NIA NIH HHS R21 AG068757NIDCD NIH HHS K24 DC015544
6 · The paper itself

Abstract

Despite a high rate of concurrent mathematical difficulties among children with dyslexia, we still have limited information regarding the prevalence and severity of mathematical deficits in this population. To address this gap, we developed a comprehensive battery of cognitive tests, known as the UCSF Mathematical Cognition Battery (MCB), with the aim of identifying deficits in four distinct mathematical domains: number processing, arithmetical procedures, arithmetic facts retrieval, and geometrical abilities. The mathematical abilities of a cohort of 75 children referred to the UCSF Dyslexia Center with a diagnosis of dyslexia, along with 18 typically developing controls aged 7 to 16, were initially evaluated using a behavioral neurology approach. A team of professional clinicians classified the 75 children with dyslexia into five groups, based on parents' and teachers' reported symptoms and clinical history. These groups included children with no mathematical deficits and children with mathematical deficits in number processing, arithmetical procedures, arithmetic facts retrieval, or geometrical abilities. Subsequently, the children underwent evaluation using the MCB to determine concordance with the clinicians' impressions. Additionally, neuropsychological and cognitive standardized tests were administered. Our study reveals that within a cohort of children with dyslexia, 66% exhibit mathematical deficits, and among those with mathematical deficits, there is heterogeneity in the nature of these deficits. If these findings are confirmed in larger samples, they can potentially pave the way for new diagnostic approaches, consistent subtype classification, and, ultimately personalized interventions.

Identifiers

PMID38360731
PMCPMC10869821

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Registered trials

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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.