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

Moll, Kristina; Snowling, Maggie; Hulme, Charles

doi:10.1080/10888438.2019.1702045

Cited by 29 publications

(31 citation statements)

References 35 publications

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“…Dyslexia is often comorbid with other cognitive disabilities such as arithmetic learning disability (von Aster and Shalev, 2007;Dirks et al, 2008;Landerl and Moll, 2010), attention deficit hyperactivity disorder (Gilger et al, 1992;Pennington, 2005), specific speech disorder (Pennington and Bishop, 2009), developmental language disorders (Catts et al, 2005;Snowling et al, 2020) and even developmental coordination disorder (Kaplan et al, 1998). This suggests that reading ability is heavily intertwined with other aspects of cognition and academic skills required for typical development as has been recently outlined by Moll et al (2020). These patterns of comorbidity raise the possibility that at least for some individuals, the problems are due to more general issues with attention, learning, or other cognitive processes that span across these different domains.…”

Section: Dyslexia: Theoretical Framework Dyslexia: a Brief Overviewmentioning

confidence: 89%

“…However, as dyslexia is considered a complex disorder with a multifactorial etiology, it is possible that multi-deficit models will provide improved explanatory power (Elliott and Grigorenko, 2014). Within the multiple deficit model framework, symptoms of complex developmental disorders are thought to be a result of an incremental and interconnected set of dysfunctional processes (Banaschewski and Rohde, 2008;Moll et al, 2020). The multiple deficit theories tend to integrate pre-existing single deficit theories; some examples of this are listed in Figure 1D.…”

Section: Multiple Deficit Theoriesmentioning

confidence: 99%

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Unraveling the Interconnections Between Statistical Learning and Dyslexia: A Review of Recent Empirical Studies

Singh

Conway

2021

Front. Hum. Neurosci.

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One important aspect of human cognition involves the learning of structured information encountered in our environment, a phenomenon known as statistical learning. A growing body of research suggests that learning to read print is partially guided by learning the statistical contingencies existing between the letters within a word, and also between the letters and sounds to which the letters refer. Research also suggests that impairments to statistical learning ability may at least partially explain the difficulties experienced by individuals diagnosed with dyslexia. However, the findings regarding impaired learning are not consistent, perhaps partly due to the varied use of methodologies across studies – such as differences in the learning paradigms, stimuli used, and the way that learning is assessed – as well as differences in participant samples such as age and extent of the learning disorder. In this review, we attempt to examine the purported link between statistical learning and dyslexia by assessing a set of the most recent and relevant studies in both adults and children. Based on this review, we conclude that although there is some evidence for a statistical learning impairment in adults with dyslexia, the evidence for an impairment in children is much weaker. We discuss several suggestive trends that emerge from our examination of the research, such as issues related to task heterogeneity, possible age effects, the role of publication bias, and other suggestions for future research such as the use of neural measures and a need to better understand how statistical learning changes across typical development. We conclude that no current theoretical framework of dyslexia fully captures the extant research findings on statistical learning.

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Section: Dyslexia: Theoretical Framework Dyslexia: a Brief Overviewmentioning

confidence: 89%

Section: Multiple Deficit Theoriesmentioning

confidence: 99%

Unraveling the Interconnections Between Statistical Learning and Dyslexia: A Review of Recent Empirical Studies

Singh

Conway

2021

Front. Hum. Neurosci.

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“…reading disorder and mathematics disorder (both learning disorders with shared risk factors) as well as between disorders from different diagnostic groupings, such as between reading disorder and behavioural and emotional disorders (Angold et al, 1999 ). Rates of comorbidity between reading disorder and other neurodevelopmental disorders vary widely but, on average, about 40% of the children with a reading disorder/dyslexia will have another disorder as well (Moll et al, 2020 ). Many children with dyslexia have oral language problems extending well beyond the phonological domain.…”

Section: Comorbidities Of Dyslexiamentioning

confidence: 99%

Defining and understanding dyslexia: past, present and future

Snowling

Hulme

Nation

2020

Oxford Review of Education

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182

135

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Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, lifelong conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficultyspecific meaning that the difficulty could not be explained in terms of obvious causes such as sensory problems or general learning difficulties (low IQ). However, the failure to find qualitative differences in reading, and phonological skills, between children with dyslexia and children with more general learning problems led this kind of 'discrepancy' definition to fall from favour. The Rose Review stated that dyslexia can occur across the IQ range and that poor decoding skills require the same kinds of intervention irrespective of IQ. In this paper, we argue that loosening the criteria for dyslexia has influenced common understanding of the condition and led to diagnostic confusion. In the longer term, the use of the term may need to change. Implications for research and practice are discussed.

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“…Against this background, and given the growing interest in the causes of comorbidity ( Moll, Snowling, & Hulme, 2020 ), it is surprising that neither classification systems nor surveys highlight the fact that poor language may be a common risk factor for both reading disorder (RD) and mathematics disorder (MD). More generally, in comparison with the large amount of research linking language and reading disorders ( Bishop & Snowling, 2004 ), there is a dearth of studies investigating numeracy skills in children with DLD and findings are inconclusive ( Cross, Joanisse, & Archibald, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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

Snowling

Moll

Hulme

2021

Journal of Experimental Child Psychology

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Highlights 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.

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

Cited by 29 publications

References 35 publications

Unraveling the Interconnections Between Statistical Learning and Dyslexia: A Review of Recent Empirical Studies

Unraveling the Interconnections Between Statistical Learning and Dyslexia: A Review of Recent Empirical Studies

Defining and understanding dyslexia: past, present and future

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

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