Compared with the mathematically normal pupils, the mathematically disabled exhibited a divergent pattern of development, with unexpectedly little variability within the group itself.

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Log Phon Vocol 1998; 23: 145-154 Most frequently, studies of comorbidity between mathematics and language-based difficulties have taken their point of departure in dyslexia within the framework of single age-groups. In this study, attention was focused on the extent of spelling difficulties in pupils with mathematics difficulties. Analysis of cross-sectional data indicated that approximately half of the pupils with difficulties in mathematics also had difficulties in spelling. The observed comorbidity was primarily connected to pupils representing the most prevalent cases with spelling difficulties. The study suggested that general ability might be the main factor explaining the observed comorbidity among the pupils with the lowest level of achievement in spelling. The results will be discussed in the light of findings from previous research which focuses the spotlight on how the phenomena comorbidity can be explained.

The present study examines private speech and strategy-use patterns for solving simple number fact problems in addition. The progressive differentiation by grade between children's levels of private speech internalization--including silence--was investigated and related to children's developmental patterns for subcategories of strategy-use internalization. Comparisons were made between 67 children with math difficulties (MD) and 67 children without MD from Grade 2 to Grade 7 in primary schools. Two separate laboratory investigations were performed for each child to examine private speech and strategy-use internalization. Analysis was based on private speech category differences, strategy-use differences, and differences in the occurrence of private speech-strategy-use combinations. Children without MD showed a grade-determined shift from less to more internalized private speech and from the use of backup strategies to retrieval strategies. In contrast, the private speech and the strategy-use internalization of children with MD, reflected in inaudible private speech and backup strategy use, seemed to converge at earlier developmental levels. The development of children with MD seemed almost to stop at the inaudible private speech-backup strategy combination level. The silence-retrieval strategy combination level was the primary alternative for typical math achievers. In all, the characteristics of the development curves of the children with MD were consistent with a developmental difference and not with a developmental delay model. Implications for intervention and future research methodology are discussed.