Comorbidity of Arithmetic and Reading Disorder

Raddatz, Julia; Kuhn, Jörg‐Tobias; Holling, Heinz; Moll, Kristina; Dobel, Christian

doi:10.1177/0022219415620899

Cited by 36 publications

(35 citation statements)

References 53 publications

(95 reference statements)

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“…The lower reading fluency among dyscalculia group should be noted. However, Raddatz et al ( 2016 ) showed that a lower reading fluency does not influence accuracy and RTs in our task selection.…”

Section: Methodscontrasting

confidence: 52%

A Diffusion Model Analysis of Magnitude Comparison in Children with and without Dyscalculia: Care of Response and Ability Are Related to Both Mathematical Achievement and Stimuli

et al. 2018

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The respective roles of the approximate number system (ANS) and an access deficit (AD) in developmental dyscalculia (DD) are not well-known. Most studies rely on response times (RTs) or accuracy (error rates) separately. We analyzed the results of two samples of elementary school children in symbolic magnitude comparison (MC) and non-symbolic MC using a diffusion model. This approach uses the joint distribution of both RTs and accuracy in order to synthesize measures closer to ability and response caution or response conservatism. The latter can be understood in the context of the speed-accuracy tradeoff: It expresses how much a subject trades in speed for improved accuracy. We found significant effects of DD on both ability (negative) and response caution (positive) in MC tasks and a negative interaction of DD with symbolic task material on ability. These results support that DD subjects suffer from both an impaired ANS and an AD and in particular support that slower RTs of children with DD are indeed related to impaired processing of numerical information. An interaction effect of symbolic task material and DD (low mathematical ability) on response caution could not be refuted. However, in a sample more representative of the general population we found a negative association of mathematical ability and response caution in symbolic but not in non-symbolic task material. The observed differences in response behavior highlight the importance of accounting for response caution in the analysis of MC tasks. The results as a whole present a good example of the benefits of a diffusion model analysis.

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Section: Methodscontrasting

confidence: 52%

A Diffusion Model Analysis of Magnitude Comparison in Children with and without Dyscalculia: Care of Response and Ability Are Related to Both Mathematical Achievement and Stimuli

et al. 2018

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“…However, phonological awareness was also predictive of mathematical performance, suggesting that a shared deficit in phonological processing may underlie both RD and MD. Similarly, Raddatz et al (93) found that MD children showed deficits in various non-verbal and verbal tasks related to number processing, whereas RD children showed deficits in verbal tasks.…”

Section: An Overview Of Cognitive Profiles Of Comorbid Math and Readimentioning

confidence: 88%

From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities

Grant

Siegel

2020

Front. Public Health

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We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD group) and both (comorbidity: MDRD group), with tests widely used in both psychoeducational and neuropsychological batteries. As expected, the MDRD group exhibited reading deficits like those shown by the RD group. The former group also exhibited deficits in quantitative reasoning like those shown by the MD group. However, other deficits related to verbal working memory and semantic memory were exclusive to the MDRD group. These findings were independent of gender, age, or socioeconomic and demographic factors. Through a systematic exhaustive review of clinical neuroimaging literature, we mapped the resulting cognitive profiles to correspondingly plausible neuroanatomical substrates of dyslexia and dyscalculia. In our resulting "probing" model, the complex set of domain-specific and domain-general impairments shown in the comorbidity of reading and mathematical disabilities are hypothesized as being related to atypical development of the left angular gyrus. The present neuroeducational approach bridges a long-standing transdisciplinary divide and contributes a step further toward improved early prediction, teaching and interventions for children and adults with combined reading and math disabilities.

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“…Similarly, previous research has shown neither explanation can account for homotypic comorbidity (i.e. reading disorder and mathematics disorder) (Moll, Göbel, & Snowling, 2015;Raddatz, Kuhn, Holling, Moll, & Dobel, 2016).…”

mentioning

confidence: 79%

Introduction to the Special Issue “Comorbidities between Reading Disorders and Other Developmental Disorders”

Moll

Snowling

Hulme

2020

Scientific Studies of Reading

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Comorbidity of Arithmetic and Reading Disorder

Cited by 36 publications

References 53 publications

A Diffusion Model Analysis of Magnitude Comparison in Children with and without Dyscalculia: Care of Response and Ability Are Related to Both Mathematical Achievement and Stimuli

A Diffusion Model Analysis of Magnitude Comparison in Children with and without Dyscalculia: Care of Response and Ability Are Related to Both Mathematical Achievement and Stimuli

From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities

Introduction to the Special Issue “Comorbidities between Reading Disorders and Other Developmental Disorders”

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