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Balhinez R, Shaul S. Bridging the Connection between Fluency in Reading and Arithmetic. Behav Sci (Basel) 2024; 14:835. [PMID: 39336049 PMCID: PMC11428880 DOI: 10.3390/bs14090835] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2024] [Revised: 09/12/2024] [Accepted: 09/13/2024] [Indexed: 09/30/2024] Open
Abstract
This study examines the contribution of early executive functions (EFs) in the association between fluency in reading and arithmetic. Kindergarten children (N = 1185) were assessed on executive functions skills and on reading and arithmetic fluency in Grade 1 and Grade 3. The analysis revealed that beyond the connection within each domain there is a unidirectional effect between fluency measures, with Grade 1 reading fluency significantly influencing the development of arithmetic fluency in Grade 3. Furthermore, the findings indicate that kindergarten EFs significantly contribute to arithmetic fluency at both time points and to reading fluency in the first grade. Early EF skills also emerged as significant contributors to the associations between fluency performance in reading and arithmetic, suggesting that the influence of EFs extends beyond individual academic domains. These findings have implications for understanding the cognitive mechanisms that underlie the relations between these academic skills.
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Affiliation(s)
- Reut Balhinez
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa 3498838, Israel
| | - Shelley Shaul
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa 3498838, Israel
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2
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Yang X, Star JR, Zhu X, Wang R, Zhang Y, Tong J, He Z. Phonological awareness and RAN contribute to Chinese reading and arithmetic for different reasons. Cogn Process 2024; 25:443-455. [PMID: 38526668 DOI: 10.1007/s10339-024-01184-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Accepted: 02/15/2024] [Indexed: 03/27/2024]
Abstract
The present study investigated how phonological awareness and rapid automatized naming (hereafter, RAN), simultaneously contributed to Chinese reading and arithmetic fluency. Specifically, we proposed a new hypothesized mechanism that processing speed would mediate the relations of RAN with Chinese reading and arithmetic fluency. One hundred and forty-five Chinese children at the fifth grade were administered with a battery of measures, including three phonological processing measures, character reading, and whole number computation, as well as nonverbal IQ, and vocabulary knowledge. Path analyses revealed that phonological awareness and RAN were uniquely related to character reading and arithmetic fluency, while phonological memory was not significantly correlated to either character reading or arithmetic fluency, after controlling for age, nonverbal IQ, and vocabulary knowledge. Further analysis indicated that processing speed demonstrated a mediating effect on the importance of RAN in character reading, rather than in arithmetic fluency. Results underscore the potential importance of phonological awareness and RAN in character reading and arithmetic fluency, and the mediating role of processing speed in RAN to promote Chinese character reading fluency.
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Affiliation(s)
- Xiujie Yang
- Faculty of Psychology, Beijing Normal University, Beijing, China.
| | - Jon R Star
- Harvard Graduate School of Education, Harvard University, Cambridge, USA
| | - Xiangyi Zhu
- Beijing Key Laboratory of Behavior and Mental Health, School of Psychological and Cognitive Sciences, Peking University, Beijing, China
| | - Rong Wang
- College of Management, Shenzhen University, Shenzhen, China
| | - Yan Zhang
- School of Media and Communication, Shenzhen University, Shenzhen, China
| | - Jiajin Tong
- Beijing Key Laboratory of Behavior and Mental Health, School of Psychological and Cognitive Sciences, Peking University, Beijing, China.
| | - Zhonghui He
- Department of Physical Education, Peking University, Beijing, China.
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3
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Lyu J, Cui J, Yang F, Gao X, Cui Z, Zhou X. The interconnection of orthographic, phonetic, and semantic skills with arithmetic fluency. PSYCHOLOGICAL RESEARCH 2024:10.1007/s00426-024-02005-z. [PMID: 39034343 DOI: 10.1007/s00426-024-02005-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Accepted: 07/05/2024] [Indexed: 07/23/2024]
Abstract
Arithmetic fluency is considered considers highly rely on language processing, encompassing essential skills. However, the independent predictive power of phonetic, semantic, or orthographic skills in relation to arithmetic fluency remains an unresolved query. This study introduces the common component hypothesis to elucidate the inconsistent findings in previous research. The hypothesis posits that significant correlations between language and mathematics hinge on whether the language and mathematics utilized in a given task share a common component. According to this hypothesis, processing skills for each of the three fundamental language elements (i.e., phonetic, semantic, orthographic) should correlate with arithmetic fluency, as these elements are also integral to simple arithmetic processing. A cohort of one hundred and ninety-eight primary school students participated in the study, undertaking a battery of tests assessing general cognitive abilities, psycholinguistic elements, and arithmetic fluency. The results showed that orthographic, phonetic, and semantic abilities independently predicted arithmetic fluency, even after accounting for all other cognitive predictors. These findings substantiate the common component hypothesis, providing empirical support for explaining the association between language and mathematics. This evidence contributes to addressing the interplay between language and mathematics in educational contexts.
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Affiliation(s)
- Jing Lyu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institude for Brain Research, Faculty of Psychology, Beijing Normal University, Beijing, 100875, China
| | - Jiaxin Cui
- College of Education, Hebei Normal University, Shijiazhuang, Hebei, 050024, China
| | - Fan Yang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institude for Brain Research, Faculty of Psychology, Beijing Normal University, Beijing, 100875, China
- School of Education Science, Anhui Normal University, Wuhu, Anhui, China
| | - Xing Gao
- College of Education, Hebei Normal University, Shijiazhuang, Hebei, 050024, China
| | - Zhanling Cui
- College of Education, Hebei Normal University, Shijiazhuang, Hebei, 050024, China.
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institude for Brain Research, Faculty of Psychology, Beijing Normal University, Beijing, 100875, China.
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4
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Fuchs LS, Fuchs D, Cho E, Barnes MA, Koponen T, Espinas DR. Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade. JOURNAL OF LEARNING DISABILITIES 2024:222194241248188. [PMID: 38686606 DOI: 10.1177/00222194241248188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/02/2024]
Abstract
The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive processes (working memory, oral language, nonverbal reasoning, attentive behavior). Structural equation modeling was used to predict a latent Comorbidity factor, which modeled shared variance between WR and MC, and to identify processes associated with that Comorbidity factor. Results identified each of the core cognitive processes, especially VC, and each of the domain-general cognitive processes, especially working memory, as explaining shared variance between WR and MC. Implications for understanding comorbid difficulty at the start of first grade and designing coordinated first-grade interventions are discussed.
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Affiliation(s)
- Lynn S Fuchs
- Vanderbilt University, Nashville, TN, USA
- American Institutes for Research, Arlington, VA, USA
| | - Douglas Fuchs
- Vanderbilt University, Nashville, TN, USA
- American Institutes for Research, Arlington, VA, USA
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5
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Jiang Y, Wang X. The relationship between family socioeconomic status and the young children's number sense development: The mediating role of parent-child activities. PLoS One 2024; 19:e0301758. [PMID: 38635532 PMCID: PMC11025770 DOI: 10.1371/journal.pone.0301758] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Accepted: 03/21/2024] [Indexed: 04/20/2024] Open
Abstract
This study examines the relationship between family socioeconomic status, parent-child activities, and young children's digital development. Using the Family SES questionnaire, the parent-child activities questionnaire, and the 5 to 6 year old children's number sense development scale as research instruments, 314 young children (M = 70.42, SD = 3.47). The results show that: (1) Family Socioeconomic Status can significantly positively predict the young children's number sense development; (2) Parent-child activities play a partial mediating role in the relationship between family socioeconomic status and the young children's number sense development. This study provides specific guidelines and recommendations for improving the young children's number sense development.
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Affiliation(s)
- Ying Jiang
- Fujian Institute of Education, Fujian, China
| | - Xiaofen Wang
- Chengyi College, Jimei University, Fujian, China
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6
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Whitehead HL, Ball MC, Brice H, Wolf S, Kembou S, Ogan A, Jasińska KK. Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d'Ivoire. Child Dev 2024; 95:e93-e109. [PMID: 38165003 DOI: 10.1111/cdev.14018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Revised: 08/14/2023] [Accepted: 08/30/2023] [Indexed: 01/03/2024]
Abstract
Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children experience late enrollment and grade repetition, leading to variation in age-for-grade; participants were between grades 1 to 6, but their ages ranged from 5 to 15 (M = 9.19, SD = 2.07). Phonological awareness, numerical magnitude, ordinality, working memory, and inhibitory control were cognitive predictors of covariance. Age-for-grade was negatively related to covariance suggesting that covariance is related to timing of instruction.
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Affiliation(s)
| | | | - Henry Brice
- University of Toronto, Toronto, Ontario, Canada
| | - Sharon Wolf
- University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | | | - Amy Ogan
- Carnegie Mellon University, Pittsburg, Pennsylvania, USA
| | - Kaja K Jasińska
- University of Toronto, Toronto, Ontario, Canada
- Haskins Laboratories, New Haven, Connecticut, 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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Tong J, Chen Y, Zhang Z, Yang X, He Z. How active coping influences school-aged children's rapid automatized naming: A chain mediation model involving subjective vitality and aerobic fitness. Psych J 2023; 12:637-646. [PMID: 37433651 DOI: 10.1002/pchj.665] [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: 07/18/2022] [Accepted: 05/07/2023] [Indexed: 07/13/2023]
Abstract
Rapid automatized naming (RAN) has been proven to be important for students' academic performance, but it remains unclear whether and how dealing with stressors (e.g., active coping) is associated with children's development of RAN. To examine this question, this research views the growth of RAN as a cross-stressor adaptation process and proposes that school-aged children may build up adapted and modified stress response systems through active coping in dealing with stressors and cognitive tasks. Based on the broaden-and-build theory and the mind-body unity theory, we explored the impact of active coping on RAN and hypothesized that subjective vitality and aerobic fitness chain mediated the relationship between active coping and RAN. We used two Likert-like scales to measure active coping and subjective vitality, used a number-reading task to measure RAN, and used the progressive aerobic cardiovascular endurance run (PACER) test to measure aerobic fitness. We recruited 303 elementary students in grades 3-5 in China. Results showed that both subjective vitality and aerobic fitness mediated the impact of active coping on time for RAN. Further, the chain indirect effect of active coping→subjective vitality→aerobic fitness→time for RAN was significant, but the reversed chain mediation was not significant. General resources (e.g., subjective vitality) have been shown to be relatively more important than simple physical resources (e.g., aerobic fitness) for RAN. These preliminary findings may contribute to both the cross-stressor-adaptation and active coping literature and have potential implications for improving RAN in school-aged children.
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Affiliation(s)
- Jiajin Tong
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Yundi Chen
- School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
| | - Zhanjia Zhang
- Department of Physical Education and Research, Peking University, Beijing, China
| | - Xiujie Yang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Zhonghui He
- Department of Physical Education and Research, Peking University, Beijing, China
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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] [MESH Headings] [Grants] [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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Hoff D, Amland T, Melby-Lervåg M, Lervåg A, Protopapas A. Early rapid naming longitudinally predicts shared variance in reading and arithmetic fluency. J Exp Child Psychol 2023; 231:105656. [PMID: 36917915 DOI: 10.1016/j.jecp.2023.105656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 02/06/2023] [Accepted: 02/11/2023] [Indexed: 03/13/2023]
Abstract
A number of cognitive factors have been suggested to underlie development in reading and arithmetic skills. Although the two domains are strongly linked, only a few studies have investigated the processes that are shared between them during the early school years. Rapid automatized naming (RAN) has been identified as a strong predictor of a common fluency factor in reading and arithmetic. In the current study with 232 Norwegian children, we examined how RAN in preschool and Grade 1 relates to the shared and nonshared variance in arithmetic fluency and reading fluency in Grade 3. Furthermore, we examined whether related processing skills (phoneme awareness, working memory, speed of processing, and symbol knowledge) can account for the relationship between RAN and shared fluency-or if they predict variance that is unique to each domain. Our results show that RAN in both preschool and Grade 1 is a strong predictor of shared variance between reading fluency and arithmetic fluency measured several years later, whereas other predictors mainly relate to the nonshared parts of variance in the fluency outcomes. That is, control variables with the theoretical potential to explain some of RAN's relation to the overlap between reading and arithmetic fluency do not in fact account for this relationship. Our findings provide a starting point for future investigations of the mechanisms of rapid naming.
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Affiliation(s)
- David Hoff
- Department of Special Needs Education, University of Oslo, Blindern, 0318 Oslo, Norway
| | - Tonje Amland
- Department of Special Needs Education, University of Oslo, Blindern, 0318 Oslo, Norway.
| | - Monica Melby-Lervåg
- Department of Special Needs Education, University of Oslo, Blindern, 0318 Oslo, Norway
| | - Arne Lervåg
- Department of Education, University of Oslo, Blindern, 0317 Oslo, Norway
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What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09717-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
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12
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Li L, Zhang H, Qi Y, Lei X, Yu X, Liu H. More than visual-spatial skills: The important role of phonological awareness in mathematical abilities among Chinese primary school children. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04151-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
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13
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Pulkkinen J, Eklund K, Koponen T, Heikkilä R, Georgiou G, Salminen J, van Daal V, Aro M. Cognitive skills, self-beliefs and task interest in children with low reading and/or arithmetic fluency. LEARNING AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.lindif.2022.102160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Martin BN, Fuchs LS. Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments. LEARNING DISABILITIES RESEARCH & PRACTICE : A PUBLICATION OF THE DIVISION FOR LEARNING DISABILITIES, COUNCIL FOR EXCEPTIONAL CHILDREN 2022; 37:100-112. [PMID: 35656373 PMCID: PMC9159684 DOI: 10.1111/ldrp.12278] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The first purpose of this study was to examine the prevalence of risk for comorbid reading and mathematics disabilities (RMD) at start of first grade, when measured in a representative sample of 3,062 students with first-grade fluency measures (word reading; computation). The second purpose was to examine the utility of these measures for predicting RMD status within a sample of 577 students when RMD status was assessed at the end of second grade in terms of reading and math accuracy. When set at or below the 16th percentile, first-grade risk for RMD was two times more common than chance; at or below the 7th percentile, it was five times more common. Logistic regression showed that the two first-grade fluency measures accurately distinguished students with and without RMD in second grade; however, when cut scores were set to capture 85% of students with RMD, false positives were high. Overall, the results provide support for the use of fluency measures as an initial gating procedure in first grade, but additional gating steps appear necessary in the screening process to reduce false positives.
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Haberstroh S, Schulte-Körne G. The Cognitive Profile of Math Difficulties: A Meta-Analysis Based on Clinical Criteria. Front Psychol 2022; 13:842391. [PMID: 35360597 PMCID: PMC8962618 DOI: 10.3389/fpsyg.2022.842391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Accepted: 02/16/2022] [Indexed: 12/03/2022] Open
Abstract
Math difficulties (MD) manifest across various domain-specific and domain-general abilities. However, the existing cognitive profile of MD is incomplete and thus not applicable in typical settings such as schools or clinics. So far, no review has applied inclusion criteria according to DSM or ICD, summarized domain-specific abilities or examined the validity of response time scores for MD identification. Based upon stringent clinical criteria, the current meta-analysis included 34 studies which compared cognitive performances of a group with MD (n = 680) and a group without MD (n = 1565). Criteria according to DSM and ICD were applied to identify MD (percentile rank ≤ 16, age range 8-12 years, no comorbidities/low IQ). Effect sizes for 22 abilities were estimated and separated by their level and type of scoring (AC = accuracy, RT = response time). A cognitive profile of MD was identified, characterized by distinct weaknesses in: (a) computation (calculation [AC], fact retrieval [AC]), (b) number sense (quantity processing [AC], quantity-number linking [RT], numerical relations [AC]), and (c) visual-spatial short-term storage [AC]. No particular strength was found. Severity of MD, group differences in reading performance and IQ did not significantly moderate the results. Further analyses revealed that (a) effects are larger when dealing with numbers or number words than with quantities, (b) MD is not accompanied by any weakness in abilities typically assigned to reading, and (c) weaknesses in visual-spatial short-term storage emphasize the notion that number and space are interlinked. The need for high-quality studies investigating domain-general abilities is discussed.
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Affiliation(s)
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Ludwig-Maximilian-University of Munich, Munich, Germany
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16
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Cheng D, Miao X, Wu H, Chen C, Chen Q, Zhou X. Dyscalculia and dyslexia in Chinese children with idiopathic epilepsy: different patterns of prevalence, comorbidity and gender differences. Epilepsia Open 2022; 7:160-169. [PMID: 35007403 PMCID: PMC8886104 DOI: 10.1002/epi4.12577] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 01/05/2022] [Accepted: 01/06/2022] [Indexed: 11/22/2022] Open
Abstract
Objective The present study aimed to examine the prevalence of dyscalculia, dyslexia, and their comorbidity rates in a large population‐based sample of children with idiopathic epilepsy (N = 2282) and a comparison sample of typically developing schoolchildren (N = 2371). Methods Both groups of children were screened using an arithmetic fluency test for dyscalculia and a reading fluency test for dyslexia. Their comorbidity rates were assessed. The prevalence rates of dyscalculia, dyslexia, comorbidity, and isolated dyscalculia/dyslexia (ie, participants with comorbid dyslexia and dyscalculia were excluded) were analyzed. Results In both −1.5 SD and −1 SD cutoff criterion, the prevalence rates were about two times higher in children with idiopathic epilepsy than in other schoolchildren; the prevalence rates of isolated dyslexia were higher in children with idiopathic epilepsy than in other schoolchildren (−1 SD: 10.9% vs 8.6%; −1.5 SD: 6.5% vs 4.7%). Meanwhile, comorbidity rates of dyscalculia and dyslexia were higher in children with idiopathic epilepsy than in other schoolchildren (32.7% vs 26.6%; 38.3% vs 23.5%, respectively). Overall, patterns of prevalence rates were different for children with idiopathic epilepsy and schoolchildren, in which children with idiopathic epilepsy had a higher prevalence rate of dyscalculia than dyslexia, while schoolchildren had a higher prevalence of dyslexia than dyscalculia, regardless of cutoff criteria. Interestingly, gender differences in the prevalence rates of all types of learning disabilities were found in schoolchildren, but there were only gender differences in the prevalence rates of dyslexia in children with idiopathic epilepsy. Significance The results highlight the vulnerability of children with idiopathic epilepsy for learning disabilities and a differential pattern of gender differences in dyslexia. Moreover, different patterns of prevalence rates suggest that children with idiopathic epilepsy and schoolchildren are more prone to different types of learning disabilities. The findings suggest needs for special interventions of learning disabilities for children with idiopathic epilepsy.
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Affiliation(s)
- Dazhi Cheng
- Department of Pediatric Neurology, Capital Institute of Pediatrics, 100020, Beijing, China.,State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, 100875, Beijing, China.,Lab for Educational Neuroscience, Center for Educational Science and Technology, Beijing Normal University, 100875, Beijing, China.,Institute of Basic Medicine, Chinese Academy of Medical Sciences & School of Basic Medicine, Peking Union Medical College, Beijing, 100005, China
| | - Xinyang Miao
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, 100875, Beijing, China.,Institute of Basic Medicine, Chinese Academy of Medical Sciences & School of Basic Medicine, Peking Union Medical College, Beijing, 100005, China
| | - Haiyan Wu
- Centre for Cognitive and Brain Sciences and Department of Psychology, University of Macau, Taipa, Macau
| | - Chuansheng Chen
- Department of Psychological Science, University of California, Irvine, 92697-7085 CA, USA
| | - Qian Chen
- Department of Pediatric Neurology, Capital Institute of Pediatrics, 100020, Beijing, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, 100875, Beijing, China.,Institute of Basic Medicine, Chinese Academy of Medical Sciences & School of Basic Medicine, Peking Union Medical College, Beijing, 100005, China
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Wakeman HN, Leopold DR, Olson RK, Willcutt EG. Modeling the Speeded Determinants of Adolescents' Academic and Attentional Functioning. Dev Neuropsychol 2022; 47:61-77. [PMID: 34894917 PMCID: PMC9332135 DOI: 10.1080/87565641.2021.2010735] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The current study utilized a large, unselected sample of adolescent twins to examine whether processing speed (PS) is an important shared predictor that accounts for covariance among reading, math, ADHD, and rapid naming (RN). The best fitting model included correlated but distinguishable latent measures of PS, RN, reading, math, inattention, hyperactivity/impulsivity, and academic fluency. PS was a shared predictor across all outcomes, while RN was uniquely associated with reading, fluency, and (albeit weakly) math. The results add to a growing literature suggesting that PS and RN may be important components of comprehensive neuropsychological models of academics, ADHD, and their covariation.
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Affiliation(s)
- Holly N. Wakeman
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA,Correspondence regarding this article should be addressed to Holly N. Wakeman, M.A.; Graduate Student; ; (720) 900-4980; 1905 Colorado Ave., 345 UCB, Boulder, CO 80309
| | - Daniel R. Leopold
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA,Department of Psychiatry, University of Colorado School of Medicine, Aurora, CO, USA
| | - Richard K. Olson
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - Erik G. Willcutt
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
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18
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Pollack C, Wilmot D, Centanni TM, Halverson K, Frosch I, D'Mello AM, Romeo RR, Imhof A, Capella J, Wade K, Al Dahhan NZ, Gabrieli JDE, Christodoulou JA. Anxiety, Motivation, and Competence in Mathematics and Reading for Children With and Without Learning Difficulties. Front Psychol 2021; 12:704821. [PMID: 34690863 PMCID: PMC8528962 DOI: 10.3389/fpsyg.2021.704821] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Accepted: 08/27/2021] [Indexed: 11/13/2022] Open
Abstract
Knowledge of the relations among learners' socio-emotional characteristics and competencies as they engage in mathematics and reading is limited, especially for children with academic difficulties. This study examined the relations between anxiety, motivation, and competence in mathematics and reading, within and across domains, in an academically-diverse set of 8-13-year-old learners (n = 146). To measure anxiety and motivation across domains, we paired existing measures of math anxiety and reading motivation with researcher-developed analogs for reading anxiety and math motivation. Participants completed standardized assessments of mathematics and reading, anxiety and motivation surveys for math and reading, and a measure of nonverbal cognitive ability. Results showed high internal consistency for all anxiety and motivation scales (Cronbach's alpha = 0.76-0.91). Pearson correlations showed that within and across domains, participants with higher competence had lower anxiety and higher motivation. Higher anxiety was also associated with lower motivation. Regression analyses showed that for both math and reading, within-domain motivation was a stronger predictor of competence than anxiety. There was a unidirectional across-domain relation: socio-emotional characteristics for reading predicted math competence, after accounting for nonverbal cognitive ability, age, gender, and within-domain anxiety and motivation. Results contribute to knowledge of the socio-emotional characteristics of children with and without learning difficulties in association with reading and math activities. Implications of a unidirectional socio-emotional link between the two domains can advance research and theory of the relations among socio-emotional characteristics and competence for academically-diverse learners.
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Affiliation(s)
- Courtney Pollack
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Dayna Wilmot
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Tracy M Centanni
- Department of Psychology, Texas Christian University, Fort Worth, TX, United States
| | - Kelly Halverson
- Department of Clinical Psychology, University of Houston, Houston, TX, United States
| | - Isabelle Frosch
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Anila M D'Mello
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Rachel R Romeo
- Department of Psychology, Harvard University, Cambridge, MA, United States
| | - Andrea Imhof
- Department of Clinical Psychology, University of Oregon, Eugene, OR, United States
| | - Jimmy Capella
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Karolina Wade
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Noor Z Al Dahhan
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, United States
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States
| | - Joanna A Christodoulou
- Department of Brain and Cognitive Sciences & McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA, United States.,Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, United States
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19
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Bonifacci P, Compiani D, Affranti A, Peri B. Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers. Front Psychol 2021; 12:662265. [PMID: 34658990 PMCID: PMC8513572 DOI: 10.3389/fpsyg.2021.662265] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Accepted: 08/09/2021] [Indexed: 11/17/2022] Open
Abstract
This longitudinal study aimed at evaluating the relationships between socio-economic status (SES) and early literacy and numeracy skills, testing home literacy and home numeracy as mediators. It also investigated the interaction of home literacy and numeracy on early literacy and numeracy skills. The study involved 310 preschool children attending the second and the third year. Parents completed questionnaires on SES and home literacy and numeracy. In the first session, children were administered language measures and non-symbolic numeracy skills and, in the second wave, tasks of early literacy and symbolic numeracy skills. Structural equation models (SEMs) showed that SES was predictive of early language and literacy skills and non-symbolic numeracy skills. In addition, home literacy and home numeracy significantly mediated the relationships between SES and children’s skills. Finally, home literacy and home numeracy showed a significant negative interaction on symbolic numeracy skills. Implications for research and educational settings are discussed.
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Affiliation(s)
- Paola Bonifacci
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Diego Compiani
- Department of Psychology, University of Bologna, Bologna, Italy
| | | | - Benedetta Peri
- Department of Psychology, University of Bologna, Bologna, Italy
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20
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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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21
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Georgiou GK, Inoue T, Parrila R. Do Reading and Arithmetic Fluency Share the Same Cognitive Base? Front Psychol 2021; 12:709448. [PMID: 34393949 PMCID: PMC8355528 DOI: 10.3389/fpsyg.2021.709448] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2021] [Accepted: 07/05/2021] [Indexed: 11/13/2022] Open
Abstract
We examined the role of different cognitive-linguistic skills in reading and arithmetic fluency, and whether the effects of these skills are mediated by reading and arithmetic accuracy. One hundred twenty-six English-speaking Grade 1 children (67 females, 59 males; M age = 6.41 years) were followed from the beginning of Grade 1 (Time 1) to the end of Grade 1 (Time 2). At Time 1, they were assessed on measures of non-verbal IQ, speed of processing, working memory, phonological awareness, rapid automatized naming (RAN), and number sense. At Time 2, they were assessed on measures of reading and arithmetic accuracy as well as on measures of reading and arithmetic fluency. Results of path analysis showed first that when reading and arithmetic fluency were included in the model as separate outcomes, RAN was predictive of both and that speed of processing and working memory were predictive of only arithmetic fluency. Second, RAN, speed of processing, and working memory had both direct and indirect effects (via reading and arithmetic accuracy) on the covariation of reading and arithmetic fluency. Irrespective of how reading and arithmetic fluency were treated in the analyses, the effects of non-verbal IQ, phonological awareness, and number sense were all indirect. Taken together, these findings suggest that reading and arithmetic fluency draw on a broader network of cognitive-linguistic skills, whose effects can sometimes be indirect through reading and arithmetic accuracy.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
| | - Tomohiro Inoue
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Rauno Parrila
- School of Education, Macquarie University, Sydney, NSW, Australia
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22
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Yang X, Huo S, Zhang X. Visual-spatial skills contribute to Chinese reading and arithmetic for different reasons: A three-wave longitudinal study. J Exp Child Psychol 2021; 208:105142. [PMID: 33838533 DOI: 10.1016/j.jecp.2021.105142] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 03/01/2021] [Accepted: 03/02/2021] [Indexed: 11/26/2022]
Abstract
Previous literature has revealed that visual-spatial processing is associated with both reading and arithmetic. Yet the strength of their relations and the reasons why visual-spatial processing contributes to reading and arithmetic remain ambiguous. The current study focused on two types of visual-spatial skills that recent evidence has suggested are crucial in children's early reading and arithmetic development: visual-perceptual and spatial visualization skills. With an interval of 6 months, we assessed 104 Hong Kong kindergarten children's visual-spatial skills, word reading, arithmetic performance, and vocabulary knowledge at Wave 1; orthographic awareness, basic number knowledge, and number line estimation at Wave 2; and Chinese word reading and arithmetic performance at Wave 3. Correlational analysis showed that both visual-perceptual and spatial visualization skills were associated with later Chinese word reading and arithmetic performance. Further mediation analyses revealed that spatial visualization skills, rather than visual-perceptual skills, contributed to Chinese word reading via orthographic awareness and also predicted arithmetic performance through basic number knowledge. However, number line estimation failed to mediate any relations of visual-spatial skills with children's arithmetic abilities. The results suggest the importance of visual-spatial processing in Chinese word reading and mathematics, with spatial visualization contributing to reading and mathematics for different reasons.
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Affiliation(s)
- Xiujie Yang
- Faculty of Psychology, Beijing Normal University, Beijing 100875, People's Republic of China
| | - Shuting Huo
- Brain and Mind Institute, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong
| | - Xiao Zhang
- Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong.
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23
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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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24
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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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25
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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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26
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Dowker A. Arithmetic in developmental cognitive disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 107:103778. [PMID: 33035783 DOI: 10.1016/j.ridd.2020.103778] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 08/20/2020] [Accepted: 08/26/2020] [Indexed: 06/11/2023]
Abstract
This paper reviews and discusses research on arithmetical strengths and weaknesses in children with specific developmental cognitive disabilities. It focusses on children with dyslexia, developmental language disorder, attention deficit hyperactivity disorder and autism. In general, studies show that arithmetical weaknesses are commoner in children with any of these disorders than in controls. Autism is sometimes associated with specific strengths in arithmetic; but even in autism, it is commoner for arithmetic to be a relative weakness than a relative strength. There may be some genetic reasons why there is an overlap between mathematical difficulties and other developmental learning difficulties; but much of the reason seems to be that specific aspects of arithmetic are often influenced by other factors, including language comprehension, phonological awareness, verbal and spatial working memory and long-term memory, and executive functions. The findings discussed here will be discussed in relation to Pennington's (2006) Multiple Deficit Model.
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27
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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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