Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities

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.

Cognitive Predictors of the Overlap of Reading and Math in Middle School

Math and reading skills are known to be related, and predictors of each are well researched. What is less understood is the extent to which these predictors, uniquely and collectively, overlap with one another, are differentially important for different academic skills, and account for the overlap of math and reading. We examined 20 potential predictors from four domains (working memory, processing speed, attention, and language) using latent variables and both timed and untimed achievement skill, in a sample (N=212) of at-risk middle schoolers, half of whom were English learners. The predictors accounted for about half of the overlap among achievement skills, suggesting that other factors (e.g., domain specific skills) might also be relevant for the overlap. We also found some differential prediction (language for reading, working memory for math). The present results extend and refine our understanding of the contribution of these cognitive predictors for reading and math.

Associations of behavioral problems with white matter circuits connecting to the frontal lobes in school-aged children born at term and preterm

Introduction

This study investigated whether behavioral problems in children were associated with fractional anisotropy (FA) of white matter tracts connecting from other brain regions to right and left frontal lobes. We considered internalizing and externalizing behavioral problems separately and contrasted patterns of associations in children born at term and very preterm.

Methods

Parents completed the Child Behavior Checklist/6-18 questionnaire to quantify behavioral problems when their children were age 8 years (N=36 FT and 37 PT). Diffusion magnetic resonance scans were collected at the same age and analyzed using probabilistic tractography. We used multiple linear regression to investigate the strength of association between age-adjusted T-scores of internalizing and externalizing problems and mean fractional anisotropy (mean-FA) of right and left uncinate, arcuate, and anterior thalamic radiations, controlling for birth group and sex.

Results

Regression models predicting internalizing T-scores from mean-FA found significant group-by-tract interactions for the left and right arcuate and right uncinate. Internalizing scores were negatively associated with mean-FA of left and right arcuate only in children born at term (pleft AF =0.01, pright AF =0.01). Regression models predicting externalizing T-scores from mean-FA found significant group-by-tract interactions for the left arcuate and right uncinate. Externalizing scores were negatively associated with mean-FA of right uncinate in children born at term (pright UF =0.01) and positively associated in children born preterm (pright UF preterm =0.01). Other models were not significant.

Conclusions

In this sample of children with scores for behavioral problems across the full range, internalizing and externalizing behavioral problems were negatively associated with mean-FA of white matter tracts connecting to frontal lobes in children born at term; externalizing behavioral problems were positively associated with mean-FA of the right uncinate in children born preterm. The different associations by birth group suggest that the neurobiology of behavioral problems differs in the two birth groups.

Comorbidity between reading disability and ADHD in a community sample: Implications for academic, social, and neuropsychological functioning

To better understand the implications of comorbidity between reading disability (RD) and attention-deficit / hyperactivity disorder (ADHD), a sample of 225 participants with RD without ADHD, 139 participants with both RD and ADHD, and 1,502 children without reading or attentional difficulties was recruited through five large public school districts. In comparison to the group without RD or ADHD, both groups with RD exhibited elevations of comorbid internalizing and externalizing disorders and significant global, academic, and social impairment. However, the group with both RD and ADHD was most impaired on most measures, and analyses of neuropsychological measures indicate that the co-occurrence of RD and ADHD may be due at least in part to weaknesses in cognitive processing speed and working memory that are most severe in the comorbid group. These results indicate that psychoeducational assessments of RD should always screen for ADHD and other emotional and behavioral difficulties, and that when RD and ADHD co-occur interventions are likely to be needed for both disorders.

Domain Specific and Cross Domain Associations between PASS Cognitive Processes and Academic Achievement

The purpose of this study was to examine the role of intelligence-operationalized in terms of Planning, Attention, Simultaneous, and Successive (PASS) processing skills-in reading and mathematics. Two hundred and forty-two Grade 6 Greek-speaking students (114 boys and 128 girls, Mage = 135.65 months, SD = 4.12 months) were assessed on PASS processes, speed of processing (Visual Matching), reading (Wordchains and CBM-Maze), and mathematics (Mathematics Achievement Test and Mathematics Reasoning Test). The results of the hierarchical regression analyses showed that, after controlling for family's socioeconomic status and speed of processing, Attention and Successive processing predicted reading and Planning and Simultaneous processing predicted mathematics. Taken together, these findings suggest that different PASS processes may account for individual differences in reading and mathematics.

The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children

In this study, we validated the "ReadFree tool", a computerised battery of 12 visual and auditory tasks developed to identify poor readers also in minority-language children (MLC). We tested the task-specific discriminant power on 142 Italian-monolingual participants (8-13 years old) divided into monolingual poor readers (N = 37) and good readers (N = 105) according to standardised Italian reading tests. The performances at the discriminant tasks of the "ReadFree tool" were entered into a classification and regression tree (CART) model to identify monolingual poor and good readers. The set of classification rules extracted from the CART model were applied to the MLC's performance and the ensuing classification was compared to the one based on standardised Italian reading tests. According to the CART model, auditory go-no/go (regular), RAN and Entrainment100bpm were the most discriminant tasks. When compared with the clinical classification, the CART model accuracy was 86% for the monolinguals and 76% for the MLC. Executive functions and timing skills turned out to have a relevant role in reading. Results of the CART model on MLC support the idea that ad hoc standardised tasks that go beyond reading are needed.

Compounding Effects of Domain-General Cognitive Weaknesses and Word Reading Difficulties on Anxiety Symptoms in Youth

This study examined whether domain-general cognitive weaknesses in processing speed (PS) or executive functioning (EF) moderate the relation between word reading scores and anxiety such that lower word reading scores in combination with lower cognitive scores are associated with higher anxiety symptoms. The sample consisted of 755 youth ages 8-16 who were recruited as part of the Colorado Learning Disabilities Research Center twins study. Lower scores on PS (R2 = .007, p = .014), EF (R2 = .009, p = .006), and word reading (R2 = .006-.008, p = .010-.032) were associated with higher anxiety scores. In addition, the word reading × cognitive interactions were significant such that lower scores on PS (R2 = .010, p = .005) or EF (R2 = .013, p = .010) combined with lower word reading were associated with higher-than-expected anxiety symptoms. Results suggest that weaknesses in PS, EF, and word reading are modestly associated with higher anxiety symptoms, and these anxiety symptoms may be compounded in youth with both PS or EF weaknesses and word reading difficulties. These findings can guide assessment approaches for identifying youth with word reading challenges who may be at increased risk for anxiety.

Processing Speed is Related to the General Psychopathology Factor in Youth

The relationship between the p factor and cognition in youth has largely focused on general cognition (IQ) and executive functions (EF). Another cognitive construct, processing speed (PS), is dissociable from IQ and EF, but has received less research attention despite being related to many different mental health symptoms. The present sample included 795 youth, ages 11-16 from the Colorado Learning Disabilities Research Center (CLDRC) sample. Confirmatory factor analyses tested multiple p factor models, with the primary model being a second-order, multi-reporter p factor. We then tested the correlation between the p factor and a latent PS factor. There was a significant, negative correlation between the p factor and PS (r(87) = -0.42, p < .001), indicating that slower processing speed is associated with higher general mental health symptoms. This association is stronger than previously reported associations with IQ or EF. This finding was robust across models that used different raters (youth and caregiver) and modeling approaches (second-order vs. bifactor). Our findings indicate that PS is related to general psychopathology symptoms. This research points to processing speed as an important transdiagnostic construct that warrants further exploration across development.

Investigating the Impact of Guided Imagery on Stress, Brain Functions, and Attention: A Randomized Trial

The aim of this study was to investigate the potential impact of guided imagery (GI) on attentional control and cognitive performance and to explore the relationship between guided imagery, stress reduction, alpha brainwave activity, and attentional control using common cognitive performance tests. Executive function was assessed through the use of attentional control tests, including the anti-saccade, Stroop, and Go/No-go tasks. Participants underwent a guided imagery session while their brainwave activity was measured, followed by attentional control tests. The study's outcomes provide fresh insights into the influence of guided imagery on brain wave activity, particularly in terms of attentional control. The findings suggest that guided imagery has the potential to enhance attentional control by augmenting the alpha power and reducing stress levels. Given the limited existing research on the specific impact of guided imagery on attention control, the study's findings carry notable significance.

Examination of common and unique brain regions for atypical reading and math: a meta-analysis

The purpose of this study is to identify consistencies across functional neuroimaging studies regarding common and unique brain regions/networks for individuals with reading difficulties (RD) and math difficulties (MD) compared to typically developing (TD) individuals. A systematic search of the literature, utilizing multiple databases, yielded 116 functional magnetic resonance imaging and positron emission tomography studies that met the criteria. Coordinates that directly compared TD with either RD or MD were entered into GingerALE (Brainmap.org). An activation likelihood estimate (ALE) meta-analysis was conducted to examine common and unique brain regions for RD and MD. Overall, more studies examined RD (n = 96) than MD (n = 20). Across studies, overactivation for reading and math occurred in the right insula and inferior frontal gyrus for atypically developing (AD) > TD comparisons, albeit in slightly different areas of these regions; however, inherent threshold variability across imaging studies could diminish overlying regions. For TD > AD comparisons, there were no similar or overlapping brain regions. Results indicate there were domain-specific differences for RD and MD; however, there were some similarities in the ancillary recruitment of executive functioning skills. Theoretical and practical implications for researchers and educators are discussed.

The Use of Cognitive Tests in the Assessment of Dyslexia

In this literature review, we address the use of cognitive tests, including intelligence tests, in the assessment and diagnosis of dyslexia, from both historic and present-day perspectives. We discuss the role of cognitive tests in the operationalization of the concepts of specificity and unexpectedness, two constructs considered essential to the characterization of dyslexia since the publication of early case reports in the late nineteenth century. We review the advantages and disadvantages of several approaches to specific learning disabilities' identification that are used in schools. We also discuss contemporary debates around the use of standardized cognitive testing in dyslexia evaluations, in particular, the arguments of those who favor an approach to diagnosis based on prior history and the results of a comprehensive evaluation and those who favor an approach based on an individual's response to intervention. We attempt to explain both perspectives by examining clinical observations and research findings. We then provide an argument for how cognitive tests can contribute to an accurate and informed diagnosis of dyslexia.

Attention-Deficit/Hyperactivity Disorder and Academic Functioning: Reading, Writing, and Math Abilities in a Community Sample of Youth with and without ADHD

Previous studies have shown that Attention-Deficit/Hyperactivity disorder (ADHD) is marked by impairments in academic functioning in reading, writing, and mathematics. Yet, virtually no studies have examined academic functioning in terms of both basic skills (e.g., word recognition, handwriting/spelling, arithmetic calculations) and more complex advanced skills (e.g., reading comprehension, writing composition, and mathematical problem-solving) within the same sample. In the present study, 518 children with ADHD were compared to a control group of 851 children without ADHD (ages 8-18) and assessed on a comprehensive battery of reading, writing, and math assessments. It was hypothesized that ADHD diagnostic status would uniquely predict performance on advanced skill measures even after controlling for performance on basic skills in that academic domain. ADHD status was associated with worse performance across all academic tests. Results also indicated that ADHD independently predicted performance for measures of writing composition and one measure of reading comprehension, even after controlling for performance on basic skills in those domains. However, ADHD did not independently predict mathematical problem-solving performance. These findings add to the literature on ADHD and academic functioning and indicate that inattention may weaken skills necessary for effective reading comprehension and writing composition.

Contribution of sustained attention abilities to real-world academic skills in children

Sustained attention is a critical cognitive ability that improves over the course of development and predicts important real-world outcomes, such as academic achievement. However, the majority of work demonstrating links between sustained attention and academic skills has been conducted in lab-based settings that lack the ecological validity of a more naturalistic environment, like school. Further, most studies focus on targeted academic measures of specific sub-skills and have not fully examined whether this relationship generalizes to broad measures of academic achievement that are used for important, real-world, academic advancement decisions, such as standardized test scores. To address this gap, we examined the role of sustained attention in predicting targeted and broad assessments of academic abilities, where all skills were assessed in group-based environments in schools. In a sample of over 700 students aged 9-14, we showed that attention was positively related to performance on targeted assessments (math fluency and reading comprehension), as well as broad academic measures (statewide standardized test scores). Moreover, we found that attention was more predictive of targeted math sub-skills compared to assessments of broad math abilities, but was equally predictive of reading for both types of measures. Our findings add to our understanding of how sustained attention is linked to academic skills assessed in more 'real-world', naturalistic school environments and have important implications for designing tools to support student's academic success.

Investigation of the forkhead box protein P2 gene by the next-generation sequence analysis method in children diagnosed with specific learning disorder

OBJECTIVE

It was aimed to investigate the role of the forkhead box protein P2 (FOXP2) gene in the cause of specific learning disorder (SLD) with the next-generation sequencing method.

MATERIAL AND METHODS

The study included 52 children diagnosed with SLD and 46 children as control between the ages of 6-12 years. Interview Schedule for Affective Disorders and Schizophrenia for School-Age Children, Present and Lifelong Version in Turkish, Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV)-Based Screening and Evaluation Scale for Attention Deficit and Disruptive Behavior Disorders, Specific Learning Disability Test Battery were applied to all participants. The FOXP2 gene was screened by the next-generation sequencing (NGS) method in all participants.

RESULTS

A total of 17 variations were detected in the FOXP2 gene in participants. The number and diversity of variations were higher in the patient group. In the patient group, c.1914 + 8A>T heterozygous variation and three different types of heterozygous variation (13insT, 13delT and 4dup) in the c.1770 region were detected. It was found that the detected variations showed significant relationships with the reading phenotypes determined by the test battery.

CONCLUSION

It was found that FOXP2 variations were seen more frequently in the patient group. Some of the detected variations might be related to the clinical phenotype of SLD and variations found in previous studies from different countries were not seen in Turkish population. Our study is the first to evaluate the role of FOXP2 gene variations in children with SLD in Turkish population, and novel variations in the related gene were detected.

Shared grey matter correlates of reading and attention

Disorders of reading (developmental dyslexia) and attention (ADHD) have a high rate of comorbidity (25-40%), yet little is known about the neural underpinnings of this phenomenon. The current study investigated the shared and unique neural correlates of reading and attention in 330 typically developing children ages 8-18 from the Philadelphia Neurodevelopmental Cohort. Multiple regression analyses were used to identify regions of the brain where grey matter (GM) volume was associated with reading or attention scores (p < 0.001, cluster FDR p < 0.05). Better attention scores correlated with increased GM in the precuneus and higher reading scores were associated with greater thalamic GM. An exploratory conjunction analysis (p < 0.05, k > 239) found that GM in the caudate and precuneus correlated with both reading and attention scores. These results are consistent with a recent meta-analysis which identified GM reductions in the caudate in both dyslexia and ADHD and reveal potential shared neural correlates of reading and attention.

A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3527 Children

Background

The state of reading proficiency among children in the United States continues to be a subject of concern among psychologists, teachers, parents, policy makers, and the education community at large. Despite the widespread use of curricular methods that teach basic reading skills, there remains a large percentage of children that struggle to read. Therefore, novel approaches to reading remediation should be explored.

Purpose

The aims of this study were to examine 1) the effect of a multicomponent cognitive and reading intervention on cognitive and reading skills; 2) the role of ADHD, age, sex, IQ score, and individual cognitive skills on the effectiveness of the ReadRx intervention; and 3) parent-reported behavioral outcomes following the ReadRx intervention.

Methods

The current study analyzed a large real-world dataset to examine cognitive, reading, and behavioral outcomes for struggling readers (n = 3527) who had completed 24 weeks (120 hours) of intense cognitive training integrated with a structured literacy intervention using ReadRx in a one-on-one clinic setting.

Results

Analyses of pretest and post-test scores showed statistically significant changes on all cognitive and reading measures including attention, visual processing, processing speed, long-term memory, working memory, reasoning, phonological awareness, Work Attack, phonetic coding, spelling, comprehension, and overall IQ score with medium to very large effect sizes. The results included an average 4.1-year gain in reading skills including a 6-year gain in phonological awareness. No differences were found based on age, sex, or ADHD status, and minimal differences were found based on pre-intervention IQ score and cognitive test scores. The study also included a qualitative thematic analysis of parent-reported behavioral outcomes revealing themes of improved cognition, academic performance, and psychosocial skills including confidence and perseverance.

Conclusion

Our findings were consistent with previous controlled studies on this intervention and offer an encouraging alternative instructional approach to reading remediation that aligns with the Science of Reading and includes intensive remediation of underlying cognitive skills.

A-B-3-Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?

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.

Prevalence of neurodevelopmental disorders in a clinically referred sample of children with CHD

Youth with CHD are at greater risk for neurodevelopmental disorders compared to healthy controls. The aetiology is multi-factorial but includes medical and demographic factors. We sought to characterise the prevalence of neurodevelopmental disorders in patients with CHD. Our population included 206 patients with CHD, aged 3-21, who were referred for neuropsychological evaluation. Neurodevelopmental diagnoses were determined by a licensed psychologist. Rates of neurodevelopmental diagnoses were compared to national prevalence rates. Exploratory analyses (chi-square) examined which medical factors (i.e., cardiac diagnosis, genetic condition, prematurity, seizures, and stroke) were associated with neurodevelopmental diagnosis. There was higher prevalence of neurodevelopmental disorders in CHD when compared to the general population (44%). Rates of attention-deficit/hyperactivity disorder (27.3%), autism spectrum disorder (9.6%), and intellectual disability (5.9%) were notably higher than those seen in the general population (p < .01). Children with a history of aortic obstruction were more likely to be diagnosed with autism (p < .05), and children with genetic conditions were more likely to be diagnosed with an intellectual disability (p < .05). Neurodevelopmental diagnoses were not significantly associated with any other specific medical variables (e.g., cardiac diagnosis, seizures, stroke, prematurity, and antenatal diagnosis). School-aged children were more likely to be diagnosed with any neurodevelopmental disorder and attention-deficit/hyperactivity disorder (31.7%; p < .01) than preschool-age children. In summary, our results confirm that children and adolescents with CHD are at high risk for neurodevelopmental disorders and require ongoing monitoring, care, and support. Children with genetic disorders and those with aortic obstruction may be more at risk for certain neurodevelopmental disorders.

The Dimensionality of Language and Literacy in the School-Age Years

PURPOSE

This was an investigation of the dimensionality of oral and written language to test the hypothesis that a two-factor model with sound/word and sentence/discourse language levels would best fit language and literacy data for a population-based sample in the school-age years.

METHOD

A stratified secondary data set of 1,500 participants was drawn randomly from a larger nationally representative U.S. data set (N = 1,853) gathered during standardization of the Test of Integrated Language and Literacy Skills. A sample of 254 students with prior diagnoses of language and literacy disorders (LLD) was drawn from the full data set. Confirmatory factor analysis was used to compare the hypothesized two-factor model with other theoretically possible models.

RESULTS

The hypothesized two-factor language-levels model had an acceptable-to-good fit to the full data set, as did the three-factor model, with verbal memory added. High interfactor correlation between verbal memory and sentence/discourse constructs, as well as a preference for parsimony, led to the acceptance of the two-factor model as best. This language-levels model had a good fit to the data at ages 8-11 years, and an excellent fit at ages 12-18 years, but only a poor fit for ages 6-7 years (yet still better than other two-factor or unitary models). It had a reasonable fit for students with LLD, although the three-factor model fit their data slightly better.

CONCLUSIONS

Oral and written language abilities during the school-age years are best explained by a two-factor model with sound/word and sentence/discourse language levels and memory as a contributing factor. Implications for identifying and treating language and literacy disorders as multidimensional rather than categorical are discussed.

A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity

Developmental dyscalculia (DD) has long been thought to be determined by multiple components. Dyscalculia has high comorbidity with other learning and developmental disabilities, including reading and writing disorders, attention deficits, and problems in visual/spatial skills, short memory, and working memory. This study aims to assess prevalence rates for isolated as well as comorbid DD in a sample of Italian-speaking children. In addition, we studied the neuropsychological profile of children with isolated or combined dyscalculia. We tested 380 children (176 males and 204 females) between the ages of 8.17 and 9.33 years using an extensive battery to determine the neuropsychological profile. The assessment included an arithmetic battery and nonverbal intelligence, short-term memory, reading, and writing tests. The results indicated that children with DD more frequently have a reading disorder and writing disorder. They also have a lower nonverbal intelligence quotient (IQ) and obtain significantly lower scores in short-term memory tests and on a visuospatial skills questionnaire. They also had significantly higher scores (indicative of greater attentional difficulties) in the Conners subscale for attentional problems. Children with DD present different cognitive and neuropsychological profiles.

Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders

Practitioners frequently use diagnostic criteria to identify children with neurodevelopmental disorders and to guide intervention decisions. These criteria also provide the organising framework for much of the research focussing on these disorders. Study design, recruitment, analysis and theory are largely built on the assumption that diagnostic criteria reflect an underlying reality. However, there is growing concern that this assumption may not be a valid and that an alternative transdiagnostic approach may better serve our understanding of this large heterogeneous population of young people. This review draws on important developments over the past decade that have set the stage for much-needed breakthroughs in understanding neurodevelopmental disorders. We evaluate contemporary approaches to study design and recruitment, review the use of data-driven methods to characterise cognition, behaviour and neurobiology, and consider what alternative transdiagnostic models could mean for children and families. This review concludes that an overreliance on ill-fitting diagnostic criteria is impeding progress towards identifying the barriers that children encounter, understanding underpinning mechanisms and finding the best route to supporting them.

Neuropsychology consultation to identify learning disorders in children and adolescents: a proposal based on lessons learned during the COVID-19 pandemic

Learning disorders are common neurodevelopmental conditions, occurring both idiopathically and in the context of other medical conditions. They are frequently comorbid with other neurodevelopmental and psychiatric conditions. Delayed identification and treatment have been associated with significant negative psychosocial consequences. The need for pediatric neuropsychologists to efficiently screen for learning disorders is likely to increase in the months and years following the COVID-19 pandemic, which has severely disrupted access to educational services, especially for children who also face racial and economic disparities. In this paper, we describe a consultation model that can be used to screen for learning disorders and can be completed using both in-person and telemedicine visits. Implementation may result in earlier intervention for struggling children, increase access to neuropsychological services without increasing wait times for comprehensive evaluations, and provide opportunities for collaborations with other health professionals (e.g., pediatricians, therapists, psychiatrists, and neurologists).

Modeling the Speeded Determinants of Adolescents' Academic and Attentional Functioning

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.

Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years

What are the cognitive mechanisms supporting non-symbolic and symbolic order processing? Preliminary evidence suggests that non-symbolic and symbolic order processing are partly distinct constructs. The precise mechanisms supporting these skills, however, are still unclear. Moreover, predictive patterns may undergo dynamic developmental changes during the first years of formal schooling. This study investigates the contribution of theoretically relevant constructs (non-symbolic and symbolic magnitude comparison, counting and storage and manipulation components of verbal and visuo-spatial working memory) to performance and developmental change in non-symbolic and symbolic numerical order processing. We followed 157 children longitudinally from Grade 1 to 3. In the order judgement tasks, children decided whether or not triplets of dots or digits were arranged in numerically ascending order. Non-symbolic magnitude comparison and visuo-spatial manipulation were significant predictors of initial performance in both non-symbolic and symbolic ordering. In line with our expectations, counting skills contributed additional variance to the prediction of symbolic, but not of non-symbolic ordering. Developmental change in ordering performance from Grade 1 to 2 was predicted by symbolic comparison skills and visuo-spatial manipulation. None of the predictors explained variance in developmental change from Grade 2 to 3. Taken together, the present results provide robust evidence for a general involvement of pair-wise magnitude comparison and visuo-spatial manipulation in numerical ordering, irrespective of the number format. Importantly, counting-based mechanisms appear to be a unique predictor of symbolic ordering. We thus conclude that there is only a partial overlap of the cognitive mechanisms underlying non-symbolic and symbolic order processing.

Do Reading and Arithmetic Fluency Share the Same Cognitive Base?

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.

Do different cognitive domains mediate the association between moderate-to-vigorous physical activity and adolescents' off-task behaviour in the classroom?

Background

Accumulating evidence suggests that adolescents’ moderate‐to‐vigorous physical activity (MVPA) is associated with less off‐task behaviour in the classroom. However, the contribution of cognitive functions to this relation still remains unclear. Executive function and aspects of social cognition, which appear to be correlated with MVPA, have been found to determine academic behaviours.

Aim

This study examines the direct association between MVPA and off‐task behaviour as well as mediations by different cognitive domains.

Sample

Forty‐six‐male and 67‐female adolescents aged 13.0 ± 1.3 years were recruited from local schools.

Methods

Participants recalled their MVPA. Using video cameras, their classroom behaviours were recorded and a 6‐min period was rated for off‐task behaviour. Additionally, participants completed a modified Flanker task, which assessed both inhibitory control and cognitive flexibility, a Sternberg paradigm, which assessed working memory, and an Emotion Recognition task.

Results

Path‐analyses revealed that higher MVPA was associated with less off‐task behaviour. Inhibitory control accounted for a partial mediation of this association. The mediating role of inhibitory control was most pronounced for the relation between MVPA and off‐task behaviours related to noise.

Conclusion

These findings provide a first indication that curricular and extracurricular physical activities targeting specific improvements in inhibitory control may promise transfer effects to classroom behaviours.

Inattention, hyperactivity/impulsivity, and academic competence: Findings from three cohorts

BACKGROUND

Attention-deficit hyperactivity disorder (ADHD) is a risk for learning. Because ADHD commonly includes behaviours of inattention and behaviours of hyperactivity/impulsivity, how the two types of behaviours independently affect children's academic competence remains poorly understood.

AIMS

To investigate the impact of behaviours of inattention and behaviours of hyperactivity/impulsivity on Chinese students' academic competence.

SAMPLES

Parents of 167 preschoolers (Cohort 1), parents of 313 first graders (Cohort 2), and 1,003 high school students (Cohort 3).

METHODS

The ADHD-RS-IV Preschool version (Cohort 1), ADHD-RS-IV Home version (Cohort 2), and BASC-SRP (Cohort 3) were used to measure behaviours of inattention and hyperactivity/impulsivity. Academic competence was operationalized as school readiness (Cohort 1), math and language arts scores at two time points provided by school (Cohort 2), and self-reported academic performance (Cohort 3). Multiple regressions were performed to investigate the relationship between academic performance and behaviours of inattention alone (Step 1), and behaviours of hyperactivity/impulsivity alone (Step 2), and behaviours of inattention together with behaviours of hyperactivity/impulsivity (Step 3).

RESULTS

For each cohort, both types of behaviours were negatively correlated with academic competence. However, regression analyses showed that in Step 3, behaviours of hyperactivity/impulsivity either failed to predict academic competence or predicted better academic competence. Overall, behaviours of inattention alone accounted for a similar amount of variance in academic competence as did behaviours of inattention and hyperactivity/impulsivity combined.

CONCLUSIONS

Behaviours of inattention presented a risk for academic competence but the effect of behaviours of hyperactivity/impulsivity varied. Implications for instructional strategies for behaviours of inattention were discussed.

Linking inhibitory control to math achievement via comparison of conflicting decimal numbers

The relationship between executive functions (EF) and academic achievement is well-established, but leveraging this insight to improve educational outcomes remains elusive. Here, we propose a framework for relating the role of specific EF on specific precursor skills that support later academic learning. Starting from the premise that executive functions contribute to general math skills both directly - supporting the execution of problem solving strategies - and indirectly - supporting the acquisition of precursor mathematical content, we hypothesize that the contribution of domain-general EF capacities to precursor skills that support later learning can help explain relations between EF and overall math skills. We test this hypothesis by examining whether the contribution of inhibitory control on general math knowledge can be explained by inhibition's contribution to processing rational number pairs that conflict with individual's prior whole number knowledge. In 97 college students (79 female, age = 20.58 years), we collected three measures of EF: working memory (backwards spatial span), inhibition (color-word Stroop) and cognitive flexibility (task switching), and timed and untimed standardized measures of math achievement. Our target precursor skill was a decimals comparison task where correct responses were inconsistent with prior whole number knowledge (e.g., 0.27 vs. 0.9). Participants performed worse on these trials relative to the consistent decimals pairs (e.g., 0.2 vs. 0.87). Individual differences in the Stroop task predicted performance on inconsistent decimal comparisons, which in turn predicted general math achievement. With respect to relating inhibitory control to math achievement, Stroop performance was an independent predictor of achievement after accounting for age, working memory and cognitive flexibility, but decimal performance mediated this relationship. Finally, we found inconsistent decimals performance mediated the relationship of inhibition with rational number performance, but not other advanced mathematical concepts. These results pinpoint the specific contribution of inhibitory control to rational number understanding, and more broadly are consistent with the hypothesis that acquisition of foundational mathematical content can explain the relationships between executive functions and academic outcomes, making them promising targets for intervention.

Characterisation of neurodevelopmental and psychological outcomes in CHD: a research agenda and recommendations from the cardiac neurodevelopmental outcome collaborative

The Neurodevelopmental and Psychological Outcomes Working Group of the Cardiac Neurodevelopmental Outcome Collaborative was formed in 2018 through support from an R13 grant from the National Heart, Lung, and Blood Institute with the goals of identifying knowledge gaps regarding the neurodevelopmental and psychological outcomes of individuals with CHD and investigations needed to advance science, policy, clinical care, and patient/family outcomes. Accurate characterisation of neurodevelopmental and psychological outcomes in children with CHD will drive improvements in patient and family outcomes through targeted intervention. Decades of research have produced a generalised perspective about neurodevelopmental and psychological outcomes in this heterogeneous population. Future investigations need to shift towards improving methods, measurement, and analyses of outcomes to better inform early identification, prevention, and intervention. Improved definition of underlying developmental, neuropsychological, and social-emotional constructs is needed, with an emphasis on symptom networks and dimensions. Identification of clinically meaningful outcomes that are most important to key stakeholders, including patients, families, schools and providers, is essential, specifically how and which neurodevelopmental differences across the developmental trajectory impact stakeholders. A better understanding of the discontinuity and patterns of neurodevelopment across the lifespan is critical as well, with some areas being more impactful at some ages than others. Finally, the field needs to account for the impact of race/ethnicity, socio-economic status, cultural and linguistic diversity on our measurement, interpretation of data, and approach to intervention and how to improve generalisability to the larger worldwide population of patients and families living with CHD.

Annual Research Review: Reading disorders revisited - the critical importance of oral language

This paper discusses research on reading disorders during the period since their classification within the overarching category of neurodevelopmental disorders (Journal of Child Psychology and Psychiatry, 53, 2012, 593). Following a review of the predictors of learning to read across languages, and the role of language skills as critical foundations for literacy, profiles of reading disorders are discussed and putative causal risk factors at the cognitive, biological, and environmental levels of explanation considered. Reading disorders are highly heritable and highly comorbid with disorders of language, attention, and other learning disorders, notably mathematics disorders. The home literacy environment, reflecting gene-environment correlation, is one of several factors that promote reading development and highlight an important target for intervention. The multiple deficit view of dyslexia (Cognition, 101, 2006, 385) suggests that risks accumulate to a diagnostic threshold although categorical diagnoses tend to be unstable. Implications for assessment and intervention are discussed.

The co-occurrence of Attention-Deficit/Hyperactivity Disorder and mathematical difficulties: An investigation of the role of basic numerical skills

BACKGROUND

Attention-deficit/hyperactivity disorder (ADHD) and dyscalculia, also called mathematics disorder, frequently co-occur, yet the etiology of this comorbidity is poorly understood.

AIMS

This study investigated whether impairments in the understanding of numbers and magnitudes (basic numerical skills) are a unique risk factor for mathematical difficulties (MD) or a shared risk factor that could help to explain the association between ADHD and MD.

METHODS AND PROCEDURES

Basic numerical skills were assessed with eight subtests in children (age 6-10 years, N = 86) with clinically significant ADHD symptoms and/or MD and typically developing children (control group). This double dissociation design allowed to test for main and interaction effects of ADHD and MD using both classical and Bayesian analysis of variance (ANOVA).

OUTCOMES AND RESULTS

Children with MD were impaired in transcoding, complex number and magnitude comparison, and arithmetic fact retrieval. They were not impaired in tasks assessing core markers of numeracy, which might be explained by the sample including children with mathematical difficulties instead of a diagnosed dyscalculia. ADHD was not associated with deficits in any of the tasks. The evidence for an additive combination of cognitive profiles was weak.

CONCLUSIONS AND IMPLICATIONS

Impairments in basic numerical skills are uniquely associated with MD and do not represent a shared risk factor for ADHD symptoms and MD.

Early neuropsychological profile of children diagnosed with a brain tumor predicts later academic difficulties at school age

PURPOSE

Children diagnosed with a brain tumor (BT) in the first years of their life are at high risk of cognitive and neuropsychological problems, more school difficulties, and an increased need for educational support. To improve this condition, it will be beneficial to be able to identify the neuropsychological variables that are early predictors of school competences at later ages.

METHODS

We longitudinally assessed 30 school-age BT children with a diagnosis before the age of 5 who were administered cognitive and neuropsychological evaluations before entering school or in the first 2 school years and who were followed up for academic performance at least one year after the first evaluation. A discriminant function analysis was conducted to detect the early neuropsychological profile that best predicted those children who turned out to need school support or not; we tested 5 block multiple regression models, one for each academic variable entering as predictors the neuropsychological variables that significantly discriminated the two groups.

RESULTS

A total of 93.3% of the cases were correctly classified according to the discriminant function in "with vs. without" educational support. Visual attention abilities were highly correlated with resulting school problems, both for reading (accuracy and speed) and math (operations) at school age.

CONCLUSIONS

Analysis provided evidence that the early neuropsychological profile may predict academic difficulties for both reading and math at school age and that visual attention seems to play an important role in both these academic abilities, allowing clinicians to identify children with major difficulties in/from early years and to intervene beforehand.

Language-Related Skills in Bilingual Children With Specific Learning Disorders

Purpose: The purpose of this study is to better understand the characteristics of the language-related skills of bilingual children with specific learning disorders (SLD). The aim is achieved by analyzing language-related skills in a sample of bilingual (Italian plus another language) and Italian monolingual children, with and without SLD.

Patients and methods: A total of 72 minors aged between 9 and 11 were recruited and divided into four groups: 18 Italian monolingual children with SLD, 18 bilingual children with SLD, 18 Italian monolingual children without SLD, and 18 bilingual children without SLD. Each child underwent tests to evaluate different aspects of language skills: lexical and grammar, metalanguage and executive functions.

Results: With regard to lexical and grammatical skills, the conditions of SLD and bilingualism both impact naming in terms of total number of errors for words with low frequency of use, while the condition of SLD has an effect on semantic errors for words with low frequency of use. The condition of bilingualism impacts on the total errors for words with high frequency of use and on circumlocution-type errors for words with low frequency of use. There were significant effects of bilingualism and SLD on the metalinguistic test for understanding implicit meaning, and an impact of SLD on phonological awareness was also found.

Conclusion: The results suggest that both SLD and bilingualism have an effect on some lexical skills, in particular for words with low frequency of use. Both conditions, bilingualism and SLD, seem to impact on metalinguistic abilities that depend on lexical knowledge. These findings reinforce the importance of improving understanding of the neuropsychological profile of bilingual children with SLD.

The Structure of Processing Speed in Children and its Impact on Reading

The present study had two aims. First, we set out to evaluate the structure of processing speed in children by comparing five alternative models: two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output response model, and a timing modality model). Second, we then used the resulting models to predict multiple types of reading, a highly important developmental outcome, using other well-known predictors as covariates. Participants were 844 children enrolled in third through fifth grade in urban public elementary schools who received 16 measures of processing speed that varied in the above dimensions. A two-factor complexity model that differentiated between simple and complex processing speed was the preferred model and fit the data well. Both types of PS predicted reading fluency, and complex (but not simple) PS predicted single word reading and comprehension. Results offer insight to the structure of processing speed, its relation to closely related concepts (such as executive function), and provide nuance to the understanding of the way processing speed influences reading.

Language difficulties are a shared risk factor for both reading disorder and mathematics disorder

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Disorders of language (DLD), reading (RD) and mathematics (MD) are highly comorbid.

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RD and MD is associated with familial dyslexia and preschool language difficulties.

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The comorbidity between RD and MD arises because of shared risk factors.

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Children with RD should be assessed for MD and vice versa.

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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.

In Search of Cognitive Promotive and Protective Factors for Word Reading

This study examined whether strong cognitive skills (i.e. vocabulary, rapid naming, verbal working memory [VWM], and processing speed [PS]) contributed to resilience in single-word reading skills in children at risk for reading difficulties because of low phonological awareness scores (PA). Promotive factors were identified by main effects and protective factors through PA x cognition interactions. This study included 1,807 children ages 8-16. As predicted, all cognitive skills were significantly related to reading, consistent with promotive effects. A significant, but small effect PA x vocabulary interaction (R2 change=.002, p=.00038) was detected but its form was not consistent with a classic protective effect. Rather, the PA x vocabulary interaction was consistent with a "skill-enhancement" pattern, such that children with strong PA and vocabulary skills had better than expected reading. This study provides a framework for reading resilience research and directs attention to promotive mechanisms underlying reading success.

Diagnostic Associations of Processing Speed in a Transdiagnostic, Pediatric Sample

INTRODUCTION

The present study examines the relationships between processing speed (PS), mental health disorders, and learning disorders. Prior work has tended to explore relationships between PS deficits and specific diagnoses in isolation of one another. Here, we simultaneously investigated PS associations with five diagnoses (i.e., anxiety, autism, ADHD, depressive, specific learning) in a large-scale, transdiagnostic, community self-referred sample.

METHOD

843 children, ages 8-16 were included from the Healthy Brain Network (HBN) Biobank. Principal component analysis (PCA) was employed to create a composite measure of four PS tasks, referred to as PC1. Intraclass correlation coefficient (ICC) between the four PS measures, as well as PC1, were calculated to assess reliability.

RESULTS

ICCs were moderate between WISC-V tasks (0.663), and relatively modest between NIH Toolbox Pattern Comparison and other PS scales (0.14-0.27). Regression analyses revealed specific significant relationships between PS and reading and math disabilities, ADHD-inattentive presentation (ADHD-I), and ADHD-combined presentation (ADHD-C). After accounting for inattention, the present study did not find a significant relationship with Autism Spectrum Disorder.

DISCUSSION

Our examination of PS in a large, transdiagnostic sample suggested more specific associations with ADHD and learning disorders than the literature currently suggests. Implications for understanding how PS interacts with a highly heterogeneous childhood sample are discussed.

The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder

BACKGROUND

Over recent decades, the number of students diagnosed with learning disabilities and/or attention deficit hyperactivity disorders has substantially increased. These students face various challenges and experience stress when receiving higher education.

AIMS

The purpose of this study was to compare two non-pharmacological interventions: mindfulness and device-guided slow breathing, with a control group.

METHODS

Seventy-three students (age = 25.76, std. dev = 3.10) with attention problems and/or learning disabilities were randomly assigned to three groups: mindfulness meditation, device guided breathing practice and waiting-list control. Before and after the intervention physiological and psychological measures were collected.

RESULTS

Our results show that only mindfulness practice improved awareness of the present moment and decreased hyperactivity and inattention. Furthermore, both mindfulness and practice with device-guided breathing were associated with stress reduction, as shown by an increase in the galvanic skin response only in the control group.

CONCLUSIONS

Implementation of the study results may lead to an advance in treating attention deficit disorders and learning disabilities, especially among higher education students.

Are "cool" executive function impairments more salient in ADHD symptoms than in reading disability?

Introduction:

Reading disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD) symptoms often co-occur in school-age children.

Methods:

The present study evaluated the performance of 216 Brazilian children from 3^rd and 4^th grades on “cool” executive function (EF) abilities and phonological processing. The children were divided into three groups: those with ADHD symptoms only, those with RD only, and controls.

Results:

MANOVA analyses, controlling for age and nonverbal intelligence, showed worse performance for the RD group, compared to the ADHD symptoms group, on measures of phonological processing (phonemic awareness, phonological short-term memory, and lexical access) and “cool” EF components (orthographic verbal fluency and processing speed). The ADHD symptoms group did not differ from the control group on the majority of the “cool” EF tasks. Compared to the control group, the ADHD symptoms group and the RD group both showed significantly more errors in rapid automatized naming of figures, which evaluates the inhibition component of EF; performance on this task was similar for these groups.

Conclusion:

We conclude that children with RD have greater impairment in phonological processing and “cool” EF compared to those with ADHD symptoms. Furthermore, deficits in inhibitory control may be shared among children with both conditions.

The Multiple Deficit Model: Progress, Problems, and Prospects

The multiple deficit model (MDM) was proposed because the prevailing single-deficit model provided an inadequate account of atypical neuropsychological development. Across methods and levels of analysis, there has been support for the two fundamental tenets of the MDM, that multiple predictors contribute probabilistically to neurodevelopmental disorders and shared risk factors contribute to comorbidity. Diagnostically, the multiplicity of factors means that no single cognitive deficit or combination of deficits can be used to rule in or out most neurodevelopmental disorders. Challenges for the MDM are that the theory is difficult to falsify and that current cross-sectional studies cannot establish causality. Prospects for further development of the MDM include incorporating an explicit focus on promotive and protective factors and pursuing mechanistic connections between multiple factors across levels of analysis.

The Critical Role of Word Reading as a Predictor of Response to Intervention

This study examines the initial word reading performance of fourth-grade struggling readers and the extent to which differing levels of word reading performance at pretest influenced their response to reading interventions. A large group of students with significant reading comprehension difficulties (N = 481) were classified into three clusters of word reading proficiency based on their pretest performance: (a) very low, (b) low, and (c) near adequate. We examined their performance on several academic, language, and executive functioning measures at the beginning of the year and their reading comprehension performance at the beginning of year and after 1 year of reading intervention to examine how each cluster responded to instruction. Results from a discriminant function analysis indicated that performance on five pretest variables were meaningful predictors of word reading proficiency cluster membership: phonological processing, writing fluency, math calculation, math fluency, and reading efficiency and comprehension. Results also demonstrated that word reading proficiency at pretest was related to response to intervention on reading comprehension measures. Students in the very low word reading proficiency cluster showed minimal response to intervention whereas the near-adequate word reading cluster demonstrated greatest response to intervention. These results suggest word reading is a critical predictor of response to intervention for students with significant comprehension problems in the upper elementary grades and that students with the most substantial word reading problems may require more intensive and specialized treatments than students with greater word reading performance to show meaningful progress in reading.

Are there shared neural correlates between dyslexia and ADHD? A meta-analysis of voxel-based morphometry studies

BACKGROUND

Dyslexia and Attention-deficit/hyperactivity disorder (ADHD) are highly comorbid neurodevelopmental disorders (estimates of 25-40% bidirectional comorbidity). Previous work has identified strong genetic and cognitive overlap between the disorders, but neural overlap is relatively unexplored. This study is a systematic meta-analysis of existing voxel-based morphometry studies to determine whether there is any overlap in the gray matter correlates of both disorders.

METHODS

We conducted anatomic likelihood estimate (ALE) meta-analyses of voxel-based morphometry studies in which individuals with dyslexia (15 studies; 417 cases, 416 controls) or ADHD (22 studies; 898 cases, 763 controls) were compared to typically developing controls. We generated ALE maps for dyslexia vs. controls and ADHD vs. controls using more conservative (p < .001, k = 50) and more lenient (p < .005, k = 50) thresholds. To determine the overlap of gray matter correlates of dyslexia and ADHD, we examined the statistical conjunction between the ALE maps for dyslexia vs. controls and ADHD vs. controls (false discovery rate [FDR] p < .05, k = 50, 5000 permutations).

RESULTS

Results showed largely distinct gray matter differences associated with dyslexia and ADHD. There was no evidence of statistically significant gray matter overlap at our conservative threshold, and only one region of overlap in the right caudate at our more lenient threshold. Reduced gray matter in the right caudate may be relevant to shared cognitive correlates in executive functioning and/or procedural learning. The more general finding of largely distinct regional differences in gray matter between dyslexia and ADHD suggests that other neuroimaging modalities may be more sensitive to overlapping neural correlates, and that current neuroimaging recruitment approaches may be hindering progress toward uncovering neural systems associated with comorbidity.

CONCLUSIONS

The current study is the first to meta-analyze overlap between gray matter differences in dyslexia and ADHD, which is a critical step toward constructing a multi-level understanding of this comorbidity that spans the genetic, neural, and cognitive levels of analysis.

Genetic and Environmental Influences on Decoding Skills - Implications for Music and Reading

Music education is associated with increased speech perception abilities and anecdotal evidence suggests musical training is also beneficial for performance in a variety of academic areas. In spite of this positive association, very little empirical evidence exists to support this claim except for a few studies linking musical training to improvements in verbal tasks. We evaluated the relationships between specific aspects of musical training/ability and scores on a series of standardized reading assessments in a sample of twins. There was a significant and positive relationship between self-reported sight-reading ability for sheet music and performance on passage comprehension - a standardized reading measure that relies on decoding and working memory. This effect was specific to sight reading ability, as other musical variables, such as number of years of practice or music theory, were not related to performance on this reading measure. Surprisingly, the verbal working memory ability we tested did not mediate this relationship. To determine whether there is a genetic component to these skills, we compared these relationships in pairs of monozygotic twins compared to dizygotic twins. Interestingly, intraclass correlations (ICCs) for sight reading and passage comprehension were both higher in monozygotic twins compared to dizygotic twins, though this effect was larger for passage comprehension than for sight reading. These results together suggest a familial and potentially partially shared inherited mechanism for success in both musical sight-reading ability and passage comprehension.

A Synthesis of Elementary Mathematics Interventions: Comparisons of Students With Mathematics Difficulty With and Without Comorbid Reading Difficulty

In this synthesis, we reviewed 65 studies involving elementary students (i.e., grades 1-5) identified with mathematics difficulty (MD) in which authors implemented a mathematics intervention. Of these studies, we identified 33 group designs, 9 quasi-experimental designs, and 23 single-case designs. We aimed to synthesize performance differences between students with MD with and without reading difficulty (RD). We identified three categories of students for analysis: Students with MD+RD, MD-alone, or MD-nonspecified (i.e., no reading information provided). Overall, 80% of studies included students with MD-nonspecified, and the interventions for these students demonstrated strong effects. For the limited number of studies with students with MD+RD or MD-alone, intervention effects were strong for students with MD+RD and variable for students with MD-alone. In the three studies directly comparing the performance of students with MD+RD versus MD-alone, we noted differential patterns of performance. To tailor interventions to student need, more research must be conducted to understand whether students with MD with variable reading profiles respond differentially to mathematics intervention.

A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit Hyperactivity Disorder Symptoms and Reading and Math

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.