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Donolato E, Toffalini E, Cornoldi C, Mammarella IC. In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum. DYSLEXIA (CHICHESTER, ENGLAND) 2024; 30:e1778. [PMID: 39005133 DOI: 10.1002/dys.1778] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 03/01/2024] [Accepted: 06/24/2024] [Indexed: 07/16/2024]
Abstract
Children with dyslexia (CwD) often report poor psychological well-being. We examined (i) whether anxiety, self-concept and reading motivation in CwD differed from those of typically developing children (TDC; case-control design, Study 1a) and (ii) whether these differences mirrored the linear relationships that these variables present with reading ability in the TDC group (dimensional approach, Study 1b). In Study 1a, 34 CwD were compared with 191 TDC in grades 4-8 on anxiety, self-concept, reading motivation and reading strategy using self-reports (controlling for sex, intelligence and math ability scores). In Study 1b, the differences that emerged in Study 1a were compared with the results obtained from a simulation procedure that generated dyslexia observations under the assumptions of a dimensional hypothesis. The CwD group presented small-to-moderate difficulties, which partially mirrored the predictions in the TDC group. However, violations of predictions based on the population without dyslexia were found for reading self-concept, social anxiety and reading competitiveness. In sum, children's diagnoses affect their self-perception as readers and social anxiety in a way that cannot be inferred from linear relationships. CwD need support to preserve an adequate image of themselves as readers and cope with social anxiety.
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Affiliation(s)
- Enrica Donolato
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Enrico Toffalini
- Department of General Psychology, University of Padova, Padova, Italy
| | - Cesare Cornoldi
- Department of General Psychology, University of Padova, Padova, Italy
| | - Irene C Mammarella
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
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Wen W, Zhang X, Wu K, Guan L, Huang A, Liang Z, Yu X, Gu Q, Huang Y. Association between parenting styles and dyslexia in primary school students: the mediating role of home literacy environment. Front Psychol 2024; 15:1382519. [PMID: 38939228 PMCID: PMC11209994 DOI: 10.3389/fpsyg.2024.1382519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Accepted: 05/28/2024] [Indexed: 06/29/2024] Open
Abstract
Background Despite an increasing amount of research on the relationship between parenting styles and neurodevelopmental disorders, there has been minimal focus on how parenting styles impact children's reading abilities. The aim of this study was to investigate the potential mediating role of the home literacy environment in the connection between parenting styles and dyslexia. Methods A total of 212 primary school students from grade 2-5 were recruited for this study. The Chinese Reading Ability Test was used to screen children with dyslexia. The home literacy environment was evaluated using a structured questionnaire that measured the frequency and quality of reading-related activities between parents and children. Egna Minnen Beträffande Uppfostran questionnaire was used to assess the parenting style, including emotional warmth, rejection, overprotection, and anxious rearing. It is a self-report tool filled out by the children themselves, used to assess their perceptions of their parents' parenting styles. The structural equation modeling was carried out to evaluate the direct, indirect, and total effects of parenting styles on dyslexia. Results Compared to control group, male children with dyslexia had lower scores in parenting styles characterized by emotional warmth, overprotecting and anxious rearing (p < 0.05), while female children with dyslexia only showed lower scores in anxious rearing (p < 0.05). Children with dyslexia lacked regular reading time (OR = 2.69, 95%CI: 1.04-6.97, p < 0.05), and have higher homework pressure compared to normal children (OR = 7.41, 95%CI: 1.45-37.82, p < 0.05). Additionally, emotional warmth, paternal overprotection and anxious rearing were negatively associated with dyslexia in children (all p < 0.05). Our findings indicate a strong correlation between dyslexia, home literacy environment, and parenting styles. In a structural equation model, the home literacy environment was identified as an independent mediator between parenting styles and dyslexia. The total effect of parenting styles on dyslexia is 0.55, with an indirect effect of 0.68 mediated by the home literacy environment. Conclusion The findings of this study indicate that home literacy environment serves as a mediator between parenting styles and dyslexia in children. This study highlights how parenting styles influence dyslexia, offering key insights for aiding dyslexic children and guiding effective interventions.
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Affiliation(s)
- Wanyi Wen
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- School of Public Health, Shantou University, Shantou, Guangdong, China
| | - Xuanzhi Zhang
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- Shantou University Medical College—Faculty of Medicine of University of Manitoba Joint Laboratory of Biological Psychiatry, Shantou, Guangdong, China
| | - Kusheng Wu
- Department of Preventive Medicine, Shantou University Medical College, Shantou, Guangdong, China
| | - Liwen Guan
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- School of Public Health, Shantou University, Shantou, Guangdong, China
| | - Anyan Huang
- Department of Health Care, Shantou Maternal and Child Health Hospital, Shantou, Guangdong, China
| | - Zhiya Liang
- Department of Preventive Medicine, Shantou University Medical College, Shantou, Guangdong, China
| | - Xinle Yu
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- Shantou University Medical College—Faculty of Medicine of University of Manitoba Joint Laboratory of Biological Psychiatry, Shantou, Guangdong, China
| | - Qianfei Gu
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- School of Public Health, Shantou University, Shantou, Guangdong, China
| | - Yanhong Huang
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- Shantou University Medical College—Faculty of Medicine of University of Manitoba Joint Laboratory of Biological Psychiatry, Shantou, Guangdong, China
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Cui J, Lv L, Yang F, Wang L, Li J, Cui Z, Zhou X. The structure correspondence hypothesis predicts how word and sentence in language correlate with term and principle in mathematics. Cogn Process 2024; 25:305-319. [PMID: 38064118 DOI: 10.1007/s10339-023-01170-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Accepted: 11/06/2023] [Indexed: 05/22/2024]
Abstract
The association between language and mathematics is an important debated topic. Here, we proposed a structure correspondence hypothesis to explain under what conditions language and mathematics are closely related. According to the hypothesis, there would be an association when they have equivalent structure. One hundred and fifty high school students were recruited to finish mathematical and language tests at the element level (i.e., geometric term processing and word analogy) and at the low-dimensional combination level (i.e., geometric principle processing and sentence completion) as well as the tests to measure cognitive covariates (general intelligence and spatial processing). After controlling for age, gender and cognitive covariates, geometric term processing and word analogy were closely correlated, and geometric principle processing and sentence completion were significantly correlated. No other correlations were found. The results support the structure correspondence hypothesis and provide a new perspective of structure of language and verbalized mathematics for the relation between language and mathematics.
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Affiliation(s)
- Jiaxin Cui
- College of Education, Hebei Normal University, 20 Nanerhuandong Road, Shijiazhuang, 050024, China
| | - Liting Lv
- College of Education, Hebei Normal University, 20 Nanerhuandong Road, Shijiazhuang, 050024, China
| | - Fan Yang
- College of Education Science, Anhui Normal University, Wuhu, China
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, No.19, Xinjiekouwai St, Haidian District, Beijing, 100875, China
| | - Lelei Wang
- College of Education, Hebei Normal University, 20 Nanerhuandong Road, Shijiazhuang, 050024, China
| | - Jiarui Li
- College of Education, Hebei Normal University, 20 Nanerhuandong Road, Shijiazhuang, 050024, China
| | - Zhanling Cui
- College of Education, Hebei Normal University, 20 Nanerhuandong Road, Shijiazhuang, 050024, China.
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, No.19, Xinjiekouwai St, Haidian District, Beijing, 100875, China.
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing, China.
- Center for Brain and Mathematical Learning, Beijing Normal University, Beijing, China.
- Research Associaton for Brain and Mathematical Learning, Beijing, China.
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Aro T, Özbek AB, Torppa M. Predicting adult-age mental health with childhood reading and math disability: do resilience and coping styles matter? ANNALS OF DYSLEXIA 2024; 74:97-122. [PMID: 37878203 PMCID: PMC10847185 DOI: 10.1007/s11881-023-00290-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Accepted: 10/16/2023] [Indexed: 10/26/2023]
Abstract
We studied the associations between childhood-identified learning disabilities and adult-age mental health and whether adult-age reading and math skills, coping styles, or resilience influenced the associations. The participants were 159 Finnish adults (60.4% males). Of them, 48 (30%) had a reading disability (RD), 22 (14%) had a math disability (MD), 21 (13%) had RD + MD identified in childhood, and 68 (43%) were population-based controls, matched based on gender, age, and place of residence. At ages 20-40 (Mage = 29), they reported their mental health, coping styles, and resilience, and their reading and math skills were assessed. The hierarchical regression analyses, predicting mental health with RD, MD, and their interaction while controlling for gender and age, indicated that childhood MD predicted the occurrence of more mental health problems in adulthood, but this was not observed in the case of RD. The RDxMD positive interaction effect reflected better mental health in both the RD and the RD + MD groups than in the MD group. Controlling for adult-age reading and math skills had no effect on the association between MD and mental health outcomes while controlling for resilience and coping styles diminished the impact of MD. Strong resilience without the use of an emotion-oriented coping may thus alleviate the association between MD and mental health. As childhood MD can have long-term associations with mental health problems, these issues need to be addressed in school, at work, and in healthcare. Based on our findings, strengthening effective coping and resilience may be one avenue of support.
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Affiliation(s)
- Tuija Aro
- Department of Psychology, Centre of Excellence in Learning Dynamics and Intervention Research (InterLearn) University of Jyväskylä, Jyväskylä, Finland.
| | - Ahmet Bilal Özbek
- Department of Special Education, Dokuz Eylul University, Izmir, Türkiye
| | - Minna Torppa
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
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Marks RA, Pollack C, Meisler SL, D'Mello AM, Centanni TM, Romeo RR, Wade K, Matejko AA, Ansari D, Gabrieli JDE, Christodoulou JA. Neurocognitive mechanisms of co-occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing. Dev Sci 2024; 27:e13443. [PMID: 37675857 PMCID: PMC10918042 DOI: 10.1111/desc.13443] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 08/02/2023] [Accepted: 08/14/2023] [Indexed: 09/08/2023]
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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Affiliation(s)
- Rebecca A Marks
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA
| | - Courtney Pollack
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
| | - Steven L Meisler
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Program in Speech and Hearing Bioscience and Technology, Harvard University, Cambridge, Massachusetts, USA
| | - Anila M D'Mello
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Department of Psychiatry, University of Texas Southwestern Medical Center, Dallas, Texas, USA
- Peter O'Donnell Jr. Brain Institute, University of Texas Southwestern Medical Center, Dallas, Texas, USA
- Department of Psychology, University of Texas at Dallas, Richardson, Texas, USA
| | - Tracy M Centanni
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Department of Psychology, Texas Christian University, Fort Worth, Texas, USA
| | - Rachel R Romeo
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Department of Human Development and Quantitative Methodology, University of Maryland College Park, College Park, Maryland, USA
| | - Karolina Wade
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
| | - Anna A Matejko
- Department of Psychology, University of Western Ontario, London, Ontario, Canada
- Brain and Mind Institute, University of Western Ontario, London, Ontario, Canada
- Department of Psychology, Durham University, Durham, UK
| | - Daniel Ansari
- Department of Psychology, University of Western Ontario, London, Ontario, Canada
- Brain and Mind Institute, University of Western Ontario, London, Ontario, Canada
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
| | - Joanna A Christodoulou
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA
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Anthony H, Reupert A, McLean L. Parent experiences of specific learning disorder diagnosis: A scoping review. DYSLEXIA (CHICHESTER, ENGLAND) 2024; 30:e1757. [PMID: 38176422 DOI: 10.1002/dys.1757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 11/15/2023] [Accepted: 12/01/2023] [Indexed: 01/06/2024]
Abstract
The purpose of this review was to scope the quantity and methodological characteristics of the current literature examining parent and caregivers' perspectives of specific learning disorder (SLD) diagnosis, synthesise key findings and highlight gaps in the current literature. A systematic search was conducted for the period January 2013 to March 2023. Twenty-three articles, representing 1796 parents and caregivers across seven countries, underwent data extraction. The review highlighted considerable variability regarding the main aim and scope of each included study and that most studies used qualitative or mixed method methodology. Three central parts of the diagnostic experience were identified: pathway to assessment, assessment process, and advocating and coordinating support post-diagnosis. A final theme, broader social and political issues, was also identified. The findings highlight that parents of children with SLDs experienced a similar battle to obtain a diagnosis and access post-diagnostic support as parents of children with other neurodevelopmental disorders. This provides some evidence that, internationally, parent needs in the time surrounding SLD diagnostic assessment are not being met, with substantial barriers to timely assessment and inadequate post-diagnosis support. Future research and implications for practice are explored.
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Affiliation(s)
- Hayley Anthony
- Faculty of Education, School of Educational Psychology and Counselling, Monash University, Clayton, Victoria, Australia
| | - Andrea Reupert
- Faculty of Education, School of Educational Psychology and Counselling, Monash University, Clayton, Victoria, Australia
| | - Louise McLean
- Faculty of Education, School of Educational Psychology and Counselling, Monash University, Clayton, Victoria, Australia
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Catts HW, Terry NP, Lonigan CJ, Compton DL, Wagner RK, Steacy LM, Farquharson K, Petscher Y. Revisiting the definition of dyslexia. ANNALS OF DYSLEXIA 2024:10.1007/s11881-023-00295-3. [PMID: 38194056 DOI: 10.1007/s11881-023-00295-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Accepted: 12/14/2023] [Indexed: 01/10/2024]
Abstract
The International Dyslexia Association definition of dyslexia was updated 20 years ago and has been referenced frequently in research and practice. In this paper, researchers from the Florida Center for Reading Research consider the components of the definition and make recommendations for revisions. These include recognizing the persistence of word-reading, decoding, and spelling difficulties, acknowledging the multifactorial causal basis of dyslexia, clarifying exclusionary factors, and denoting comorbidity with other developmental disorders. It is also suggested that the academic and psychosocial consequences of dyslexia be highlighted to reinforce a preventive service delivery model. Lastly, the inclusion of dyslexia within a specific learning disability category is supported.
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Affiliation(s)
- Hugh W Catts
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA.
| | - Nicole Patton Terry
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Christopher J Lonigan
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Donald L Compton
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Richard K Wagner
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Laura M Steacy
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Kelly Farquharson
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
| | - Yaacov Petscher
- Florida Center for Reading Research, Florida State University, 2010 Levy Avenue, Suite 100, Tallahassee, FL, 32310, USA
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Aro T, Neittaanmäki R, Korhonen E, Riihimäki H, Torppa M. A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities. JOURNAL OF LEARNING DISABILITIES 2024; 57:30-42. [PMID: 36772827 DOI: 10.1177/00222194221150230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
The present study examined whether learning disabilities (LD) in reading and/or math (i.e., reading disability [RD], math disability [MD], and RD+MD) co-occur with other diagnoses. The data comprised a clinical sample (n = 430) with LD identified in childhood and a sample of matched controls (n = 2,140). Their medical diagnoses (according to the International Classification of Diseases nosology) until adulthood (20-39 years) were analyzed. The co-occurrence of LD with neurodevelopmental disorders was considered a homotypic comorbidity, and co-occurrence with disorders or diseases from the other diagnostic categories (i.e., mental and behavioral disorders, diseases of the nervous system, injuries, other medical or physical diagnoses) was considered a heterotypic comorbidity. Both homotypic and heterotypic comorbidity were more common in the LD group. Co-occurring neurodevelopmental disorders were the most prominent comorbid disorders, but mental and behavioral disorders, diseases of the nervous system, and injuries were also pronounced in the LD group. Accumulation of diagnoses across the diagnostic categories was more common in the LD group. No differences were found among the RD, MD, and RD+MD subgroups. The findings are relevant from the theoretical perspective, as well as for clinical and educational practice, as they provide understanding regarding individual distress and guiding for the planning of support.
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Affiliation(s)
- Tuija Aro
- University of Jyväskylä, Finland
- Niilo Mäki Institute, Jyväskylä, Finland
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Jöbstl V, Steiner AF, Deimann P, Kastner-Koller U, Landerl K. A-B-3-Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated? PLoS One 2023; 18:e0285437. [PMID: 37172049 PMCID: PMC10180600 DOI: 10.1371/journal.pone.0285437] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Accepted: 04/20/2023] [Indexed: 05/14/2023] Open
Abstract
Reading and arithmetic are core domains of academic achievement with marked impact on career opportunities and socioeconomic status. While associations between reading and arithmetic are well established, evidence on underlying mechanisms is inconclusive. The main goal of this study was to reevaluate the domain-specificity of established predictors and to enhance our understanding of the (co-)development of reading and arithmetic. In a sample of 885 German-speaking children, standard domain-specific predictors of reading and arithmetic were assessed before and/or at the onset of formal schooling. Reading and arithmetic skills were measured at the beginning and end of second grade. Latent variables were extracted for all relevant constructs: Grapheme-phoneme processing (phonological awareness, letter identification), RAN (RAN-objects, RAN-digits), number system knowledge (number identification, successor knowledge), and magnitude processing (non-symbolic and symbolic magnitude comparison), as well as the criterion measures reading and arithmetic. Four structural equation models tested distinct research questions. Grapheme-phoneme processing was a specific predictor of reading, and magnitude processing explained variance specific to arithmetic. RAN explained variance in both domains, and it explained variance in reading even after controlling for arithmetic. RAN and number system knowledge further explained variance in skills shared between reading and arithmetic. Reading and arithmetic entail domain-specific cognitive components, and they both require tight networks of visual, verbal, and semantic information, as reflected by RAN. This perspective provides a useful background to explain associations and dissociations between reading and arithmetic performance.
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Affiliation(s)
- Viktoria Jöbstl
- Institute of Psychology, University of Graz, Graz, Styria, Austria
| | - Anna F Steiner
- Institute of Psychology, University of Graz, Graz, Styria, Austria
- Institute of Logopedics, FH JOANNEUM, University of Applied Sciences, Graz, Styria, Austria
- Institute of Early Childhood and Primary Teacher Education, University College of Teacher Education Styria, Graz, Styria, Austria
| | - Pia Deimann
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Ursula Kastner-Koller
- Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Karin Landerl
- Institute of Psychology, University of Graz, Graz, Styria, Austria
- BioTechMed-Graz, Graz, Styria, Austria
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Wagner RK, Moxley J, Schatschneider C, Zirps FA. A Bayesian Probabilistic Framework for Identification of Individuals with Dyslexia. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2022; 27:67-81. [PMID: 36685047 PMCID: PMC9851422 DOI: 10.1080/10888438.2022.2118057] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Purpose Bayesian-based models for diagnosis are common in medicine but have not been incorporated into identification models for dyslexia. The purpose of the present study was to evaluate Bayesian identification models that included a broader set of predictors and that capitalized on recent developments in modeling the prevalence of dyslexia. Method Model-based meta-analysis was used to create a composite correlation matrix that included common predictors of dyslexia such as decoding, phonological awareness, oral language, but also included response to intervention (RTI) and family risk for dyslexia. Bayesian logistic regression models were used to predict poor reading comprehension, unexpectedly poor reading comprehension, poor decoding, and unexpectedly poor decoding, all at two levels of severity. Results Most predictors made independent and substantial contributions to prediction, supporting models of dyslexia that rely on multiple rather than single indicators. RTI was the strongest predictor of poor reading comprehension and unexpectedly poor reading comprehension. Phonological awareness was the strongest predictor of poor decoding and unexpectedly poor decoding, followed closely by family risk. Conclusion Bayesian-based models are a promising tool for implementing multiple-indicator models of identification. Ideas for improving prediction and implications for theory and practice are discussed.
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Affiliation(s)
- Richard K. Wagner
- Department of Psychology and Florida Center for Reading Research, Florida State University
| | | | - Chris Schatschneider
- Department of Psychology and Florida Center for Reading Research, Florida State University
| | - Fotena A. Zirps
- Department of Psychology and Florida Center for Reading Research, Florida State University
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Aro T, Eklund K, Eloranta AK, Ahonen T, Rescorla L. Learning Disabilities Elevate Children's Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts. JOURNAL OF LEARNING DISABILITIES 2022; 55:465-481. [PMID: 34779295 PMCID: PMC9554152 DOI: 10.1177/00222194211056297] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data were obtained for 579 Finnish children (8-15 years) with reading disability (RD-only), math disability (MD-only), or both (RDMD) assessed at a specialized clinic between 1985 and 2017. We analyzed percentages of children with behavioral-emotional symptoms reaching clinical range (i.e., z score ≥1.5 SDs) and the effects of the LD type, gender, and context (home vs. school) on them. Furthermore, we analyzed the effect of the severity of LD and gender on the amount of behavioral-emotional symptoms reported by teachers and parents. Alarmingly high percentages of children, irrespective of LD type, demonstrated behavioral-emotional problems: more than 37% in Affective, Anxiety, and Attention-Deficit/Hyperactivity Disorder (ADHD) problems. Contextual variation was large, as more problems were reported by teachers than by mothers. The unique effects of gender and LD type were rare, but the results raised concern for those with MD-only, especially boys. The results underscore the need to draw attention to the importance of assessing children with LD for behavioral-emotional problems and emphasize the importance of teachers' awareness of behavioral-emotional problems among students with LD and cooperation among child, teacher, and parents in assessment and support planning.
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Affiliation(s)
- Tuija Aro
- University of Jyväskylä, Finland
- Niilo Mäki Institute, Jyväskylä, Finland
| | | | | | - Timo Ahonen
- University of Jyväskylä, Finland
- Niilo Mäki Institute, Jyväskylä, Finland
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Kwok FY, Bull R, Muñez D. Cross- and Within-Domain Associations of Early Reading and Mathematical Skills: Changes Across the Preschool Years. Front Psychol 2021; 12:710470. [PMID: 34712169 PMCID: PMC8546213 DOI: 10.3389/fpsyg.2021.710470] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 09/03/2021] [Indexed: 11/18/2022] Open
Abstract
Existing research has mainly examined the role of cognitive correlates of early reading and mathematics from a stationary perspective that does not consider how these skills unfold and interact over time. This approach constraints the interpretation of cross-domain associations and the specificity of domain-specific covariates. In this study, we disentangle the role of these predictors and investigate cross-domain associations between reading, math, and two related domain-specific predictors (phonological awareness and fluency with number sets) over the kindergarten years (n=512, Mage=54months, SDage=3.5, 52% females). Results reveal that the overlap between reading and math skills changes over development. Reciprocal associations between reading and math abilities are observed at earlier stages; then, reading abilities become the lead force. Findings also show that phonological awareness and fluency with number sets are domain-specific predictors that do not contribute to cross-domain gains in academic skills. Indeed, there is a trend for domain-specific skills to be more strongly related to achievement at the beginning of formal education than at the beginning of kindergarten, which suggests an increasing differentiation of domains over the kindergarten years. Such findings have implications for the timing and nature of interventions that aim to support children's reading and mathematical development.
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Affiliation(s)
- Fu Yu Kwok
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - Rebecca Bull
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - David Muñez
- Centre for Research in Child Development, National Institute of Education, Nanyang Technological University, Singapore, Singapore
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13
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Kim YSG. Inferencing Skill and Attentional Control Account for the Connection Between Reading Comprehension and Mathematics. Front Psychol 2021; 12:709944. [PMID: 34690867 PMCID: PMC8531081 DOI: 10.3389/fpsyg.2021.709944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Accepted: 09/08/2021] [Indexed: 11/29/2022] Open
Abstract
We examined the relations of inference, vocabulary, decoding, short-term memory, and attentional control to reading comprehension and mathematics performance for first-grade students in the US (N = 83). The students were composed of 75% Hispanics, 15% Whites, and 6% Asian Americans. Students' performance on mathematics and reading comprehension were very strongly related (r = 0.88). Results from path analysis showed that inference (0.27 ≤ s ≤ 0.38) was independently and positively related to both reading comprehension and mathematics performance after accounting for short-term memory, attentional control, decoding, and vocabulary. Decoding was independently related to reading comprehension, but not mathematics, whereas vocabulary was independently related to mathematics, but not to reading comprehension. Attentional control was directly related to mathematics, and indirectly related to reading comprehension and mathematics via inference, vocabulary, and decoding, with a substantial total effect on reading comprehension and mathematics (0.56 respectively). Short-term memory was not directly nor indirectly related to reading comprehension and mathematics. Overall these results show that language and cognitive skills are shared resources of reading comprehension and mathematics, and highlight the roles of attentional control and inference skill in reading comprehension and mathematics.
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14
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The Polygenic Nature and Complex Genetic Architecture of Specific Learning Disorder. Brain Sci 2021; 11:brainsci11050631. [PMID: 34068951 PMCID: PMC8156942 DOI: 10.3390/brainsci11050631] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Revised: 05/11/2021] [Accepted: 05/12/2021] [Indexed: 12/16/2022] Open
Abstract
Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression and/or mathematics. Dyslexia is characterized by difficulties with speed and accuracy of word reading, deficient decoding abilities, and poor spelling. Several studies from different, but complementary, scientific disciplines have investigated possible causal/risk factors for SLD. Biological, neurological, hereditary, cognitive, linguistic-phonological, developmental and environmental factors have been incriminated. Despite worldwide agreement that SLD is highly heritable, its exact biological basis remains elusive. We herein present: (a) an update of studies that have shaped our current knowledge on the disorder’s genetic architecture; (b) a discussion on whether this genetic architecture is ‘unique’ to SLD or, alternatively, whether there is an underlying common genetic background with other neurodevelopmental disorders; and, (c) a brief discussion on whether we are at a position of generating meaningful correlations between genetic findings and anatomical data from neuroimaging studies or specific molecular/cellular pathways. We conclude with open research questions that could drive future research directions.
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15
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Bernabini L, Bonifacci P, de Jong PF. The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach. Front Psychol 2021; 12:577488. [PMID: 33716850 PMCID: PMC7946841 DOI: 10.3389/fpsyg.2021.577488] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Accepted: 01/21/2021] [Indexed: 01/29/2023] Open
Abstract
Math and reading are related, and math problems are often accompanied by problems in reading. In the present study, we used a dimensional approach and we aimed to assess the relationship of reading and math with the cognitive skills assumed to underlie the development of math. The sample included 97 children from 4th and 5th grades of a primary school. Children were administered measures of reading and math, non-verbal IQ, and various underlying cognitive abilities of math (counting, number sense, and number system knowledge). We also included measures of phonological awareness and working memory (WM). Two approaches were undertaken to elucidate the relations of the cognitive skills with math and reading. In the first approach, we examined the unique contributions of math and reading ability, as well as their interaction, to each cognitive ability. In the second approach, the cognitive abilities were taken to predict math and reading. Results from the first set of analyses showed specific effects of math on number sense and number system knowledge, whereas counting was affected by both math and reading. No math-by-reading interactions were observed. In contrast, for phonological awareness, an interaction of math and reading was found. Lower performing children on both math and reading performed disproportionately lower. Results with respect to the second approach confirmed the specific relation of counting, number sense, and number system knowledge to math and the relation of counting to reading but added that each math-related marker contributed independently to math. Following this approach, no unique effects of phonological awareness on math and reading were found. In all, the results show that math is specifically related to counting, number sense, and number system knowledge. The results also highlight what each approach can contribute to an understanding of the relations of the various cognitive correlates with reading and math.
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Affiliation(s)
- Luca Bernabini
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Paola Bonifacci
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
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16
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Amland T, Lervåg A, Melby-Lervåg M. Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor? Front Hum Neurosci 2021; 14:577304. [PMID: 33488369 PMCID: PMC7817538 DOI: 10.3389/fnhum.2020.577304] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Accepted: 12/08/2020] [Indexed: 11/17/2022] Open
Abstract
There is a relationship between reading and math skills, as well as comorbidity between reading and math disorders. A mutual foundation for this comorbidity could be that the quality of phonological representations is important for both early reading and arithmetic. In this study, we examine this hypothesis in a sample traced longitudinally from preschool to first grade (N = 259). The results show that phonological awareness does not explain development in arithmetic, but that there is an indirect effect between phoneme awareness in preschool and arithmetic in first grade via phoneme awareness in first grade. This effect is, however, weak and restricted to verbal arithmetic and not arithmetic fluency. This finding is only partly in line with other studies, and a reason could be that this study more strongly controls for confounders and previous skills than other studies.
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Affiliation(s)
- Tonje Amland
- Department of Special Needs Education, University of Oslo, Oslo, Norway
| | - Arne Lervåg
- Department of Education, University of Oslo, Oslo, Norway
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17
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Erbeli F, Shi Q, Campbell AR, Hart SA, Woltering S. Developmental dynamics between reading and math in elementary school. Dev Sci 2021; 24:e13004. [PMID: 32524716 PMCID: PMC7725923 DOI: 10.1111/desc.13004] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2019] [Revised: 05/12/2020] [Accepted: 06/02/2020] [Indexed: 11/29/2022]
Abstract
Reading and math attainment develop during elementary grades. Questions remain, though, about the co-developmental nature of the relation between reading and math. This study examined dynamic, longitudinal pathways between reading and math in first through fourth grades. Participants of the study were 554 academically at-risk children (Mage at the first assessment point = 6.57 years; SD = 0.38) from Texas Project Achieve. Children were assessed utilizing the Woodcock-Johnson-III reading and math measures. Results from dynamic bivariate latent change score models indicated unidirectional longitudinal coupling effects from reading to math. Specifically, average and high levels of reading performance were associated with subsequent gains in math growth, in particular for below average performing children in math. In contrast, low levels of reading performance had negligible or no amplifying influences on change in math growth. The nature of the dynamics was replicated even when controlling for nonverbal cognitive abilities. Results demonstrated that good reading skills pave the way for children to develop their math skills. Such findings underscore the importance of considering reading performance in treating math difficulties.
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Affiliation(s)
- Florina Erbeli
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Qinxin Shi
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Aaron R Campbell
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Sara A Hart
- Department of Psychology and Florida Center for Reading Research, Florida State University, Tallahassee, FL, USA
| | - Steven Woltering
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
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18
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Language difficulties are a shared risk factor for both reading disorder and mathematics disorder. J Exp Child Psychol 2020; 202:105009. [PMID: 33126134 PMCID: PMC7677889 DOI: 10.1016/j.jecp.2020.105009] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2020] [Revised: 09/16/2020] [Accepted: 09/16/2020] [Indexed: 11/20/2022]
Abstract
Disorders of language (DLD), reading (RD) and mathematics (MD) are highly comorbid. RD and MD is associated with familial dyslexia and preschool language difficulties. The comorbidity between RD and MD arises because of shared risk factors. Children with RD should be assessed for MD and vice versa. Interventions for MD should take account of likely language problems.
Disorders of reading and mathematics co-occur at greater than chance rates, but they are often studied separately. This article reports the reading and arithmetic outcomes at 9 years of age from a longitudinal study of 224 children at high risk for dyslexia. Using a cutoff at the 10th centile, groups of children with reading disorder (RD), mathematics disorder (MD), and comorbid reading disorder and math disorder (RD&MD) were identified. The risk of these disorders was elevated in children selected in preschool with language difficulties or at family risk for dyslexia. There was a high degree of comorbidity between RD and MD, and many cases—particularly in the comorbid group—also reached the diagnostic threshold for developmental language disorder (DLD). On measures of language, phoneme awareness, rapid automatized naming (RAN) digits, and rated inattention, there was a stepwise pattern: RD > MD > RD&MD. Poor language was associated with each disorder and appears to be a cognitive risk factor for RD, MD, and RD&MD. These findings suggest that there are shared genetic risk factors operating for both RD and MD.
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19
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Khanolainen D, Psyridou M, Silinskas G, Lerkkanen MK, Niemi P, Poikkeus AM, Torppa M. Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1-9. Front Psychol 2020; 11:577981. [PMID: 33132988 PMCID: PMC7578386 DOI: 10.3389/fpsyg.2020.577981] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Accepted: 09/18/2020] [Indexed: 12/23/2022] Open
Abstract
This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development through Grades 1–9. We examined if parental reading and mathematical difficulties directly predict children’s academic performance and/or if they are mediated by the home learning environment. Mothers (n = 1590) and fathers (n = 1507) reported on their reading and mathematical difficulties as well as on the home environment (shared reading, teaching literacy, and numeracy) when their children were in kindergarten. Tests for reading fluency, reading comprehension, and arithmetic fluency were administered to children in Grades 1, 2, 3, 4, 7, and 9. Parental reading difficulties predicted children’s reading fluency, whereas parental mathematical difficulties predicted their reading comprehension and arithmetic fluency. Familial risk was associated with neither formal nor informal home environment factors, whereas maternal education had a significant relationship with both, with higher levels of education among mothers predicting less time spent on teaching activities and more time spent on shared reading. In addition, shared reading was significantly associated with the development of reading comprehension up to Grades 3 and 4, whereas other components of the home learning environment were not associated with any assessed skills. Our study highlights that taken together, familial risk, parental education, and the home learning environment form a complex pattern of associations with children’s mathematical and reading skills.
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Affiliation(s)
- Daria Khanolainen
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
| | - Maria Psyridou
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
| | | | - Marja-Kristiina Lerkkanen
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland.,Norwegian Centre for Learning Environment, University of Stavanger, Stavanger, Norway
| | - Pekka Niemi
- Department of Psychology, University of Turku, Turku, Finland
| | - Anna-Maija Poikkeus
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
| | - Minna Torppa
- Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
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20
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Wagner RK, Zirps FA, Edwards AA, Wood SG, Joyner RE, Becker BJ, Liu G, Beal B. The Prevalence of Dyslexia: A New Approach to Its Estimation. JOURNAL OF LEARNING DISABILITIES 2020; 53:354-365. [PMID: 32452713 PMCID: PMC8183124 DOI: 10.1177/0022219420920377] [Citation(s) in RCA: 57] [Impact Index Per Article: 14.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
How prevalent is dyslexia? A definitive answer to this question has been elusive because of the continuous distribution of reading performance and predictors of dyslexia and because of the heterogeneous nature of samples of poor readers. Samples of poor readers are a mixture of individuals whose reading is consistent with or expected based on their performance in other academic areas and in language, and individuals with dyslexia whose reading is not consistent with or expected based on their other performances. In the present article, we replicate and extend a new approach for determining the prevalence of dyslexia. Using model-based meta-analysis and simulation, three main results were found. First, the prevalence of dyslexia is better represented as a distribution that varies as a function of severity as opposed to any single-point estimate. Second, samples of poor readers will contain more expected poor readers than unexpected or dyslexic readers. Third, individuals with dyslexia can be found across the reading spectrum as opposed to only at the lower tail of reading performance. These results have implications for screening and identification, and for recruiting participants for scientific studies of dyslexia.
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21
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Daucourt MC, Erbeli F, Little CW, Haughbrook R, Hart SA. A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit Hyperactivity Disorder Symptoms and Reading and Math. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2019; 24:23-56. [PMID: 32189961 PMCID: PMC7079676 DOI: 10.1080/10888438.2019.1631827] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2018] [Revised: 06/03/2019] [Accepted: 06/11/2019] [Indexed: 05/28/2023]
Abstract
According to the Multiple Deficit Model, comorbidity results when the genetic and environmental risk factors that increase the liability for a disorder are domain-general. In order to explore the role of domain-general etiological risk factors in the co-occurrence of learning-related difficulties, the current meta-analysis compiled 38 studies of third through ninth-grade children to estimate the average genetic, shared environmental, and nonshared environmental correlations between reading and attention-deficit/hyperactivity disorder (ADHD) symptoms, and reading and math, as well as their potential moderators. Results revealed average genetic, shared and nonshared environmental correlations between reading and ADHD symptoms of .42, .64, and .20, and reading and math of .71, .90, and .56, suggesting that reading and math may have more domain-general risk factors than reading and ADHD symptoms. A number of significant sources of heterogeneity were also found and discussed. These results have important implications for both intervention and classification of learning disabilities.
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Affiliation(s)
- Mia C. Daucourt
- Florida State University, Department of Psychology, Tallahassee, FL, USA
| | - Florina Erbeli
- Texas A&M University, Department of Educational Psychology, College Station, TX, USA
| | - Callie W. Little
- University of New England, School of Psychology & Behavioural Sciences, Armidale, Australia
| | - Rasheda Haughbrook
- Florida State University, Department of Psychology, Tallahassee, FL, USA
| | - Sara A. Hart
- Florida State University, Department of Psychology, Tallahassee, FL, USA
- Florida State University, Florida Center for Reading Research, Tallahassee, FL, USA
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