A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills

Journal of Learning Disabilities
Amanda E ChildLynn S Fuchs

Abstract

Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention vari...Continue Reading

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Citations

Mar 14, 2019·Journal of the International Neuropsychological Society : JINS·Paul T CirinoMaureen Dennis
Jun 24, 2020·Scientific Reports·Eliza KramerMichael Milham
Jan 26, 2021·Frontiers in Human Neuroscience·Tonje AmlandMonica Melby-Lervåg
Apr 27, 2021·Frontiers in Psychology·Saifang LiuJingjing Zhao
Jul 24, 2021·Journal of Child Psychology and Psychiatry, and Allied Disciplines·Duncan E AstleSusan E Gathercole

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