Persistent arithmetic, reading, or arithmetic and reading disability
Integrity signals
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Cites
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Dyslexia manifests differently in different writing systems, with greater prevalence in opaque orthographies such as English than in transparent ones such as Italian.
“dyslexia seems to manifest differently in different writing systems, with greater prevalence in opaque orthographies such as English than in transparent ones such as Italian [3].”
From Epidemiology of reading disability: A comparison of DSM-5 and ICD-11 criteria (2022) · cites this paper as [3]
The authors' estimates are consistent with the idea that the prevalence of dyslexia in France should be intermediate between that in English-speaking countries (e.g., 7.3% in the USA) and that in countries with a more transparent orthography (e.g., 3.6% in Italy).
“Our estimates are also consistent with the idea that the prevalence of dyslexia in France should be intermediate between that in English-speaking countries (e.g., 7.3% in the USA according to [3]) and that in countries with a more transparent orthography (e.g., 3.6% in Italy according to [3])”
From Epidemiology of reading disability: A comparison of DSM-5 and ICD-11 criteria (2022) · cites this paper as [3]
These prevalence numbers are within the range described in the literature.
“These numbers are within the range described in the literature”
From Epidemiology of reading disability: A comparison of DSM-5 and ICD-11 criteria (2022) · cites this paper as [3]
Cites
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, R. K., & Torgesen, J. K. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.192 · Cited by 3,303 · see citing works
Mathematics Education and Students with Learning Disabilities: Introduction to the Special Series
Rivera, D. P. (1997) · Journal of Learning Disabilities · doi:10.1177/002221949703000101 · Cited by 79 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Comorbidity of learning disorders: prevalence and familial transmission
Landerl, K., & Moll, K. (2010) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2009.02164.x · Cited by 435 · see citing works
Dyslexia and dyscalculia: two learning disorders with different cognitive profiles
Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2009) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2009.03.006 · Cited by 409 · see citing works
Willcutt, E. G., Petrill, S. A., Wu, S., Boada, R., DeFries, J. C., Olson, R. K., & Pennington, B. F. (2013) · Journal of Learning Disabilities · doi:10.1177/0022219413477476 · Cited by 343 · see citing works
Andersson, U. (2010) · Journal of Educational Psychology · doi:10.1037/a0016838 · Cited by 191 · see citing works
Dyscalculia and dyslexia in adults: cognitive bases of comorbidity
Wilson, A. J., Andrewes, S. G., Struthers, H., Rowe, V. M., Bogdanovic, R., & Waldie, K. E. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.11.017 · Cited by 144 · see citing works
Assessing the Instructional Level for Mathematics: A Comparison of Methods
Burns, M. K., VanDerHeyden, A. M., & Jiban, C. L. (2006) · School Psychology Review · doi:10.1080/02796015.2006.12087975 · Cited by 96 · see citing works
Epidemiology of reading disability: A comparison of DSM-5 and ICD-11 criteria
Di Folco, C., Guez, A., Peyre, H., & Ramus, F. (2022) · Scientific Studies of Reading · doi:10.1080/10888438.2021.1998067 · Cited by 64 · see citing works
- Authors
- Badian, N. A.
- Affiliations
- Harvard University (US)
- Corresponding author
- Badian, Nathlie A.
- Venue
- Annals of Dyslexia
- Published
- 1999-12
- Volume
- 49
- Issue
- 1
- Pages
- 43-70
- ISSN
- 0736-9387 (ISSN-L)
- 1934-7243
- OpenAlex
- W2081826611
- Cited by
- 157
- References
- 2
- Citations by year
- 2025: 7 · 2024: 5 · 2023: 5 · 2022: 9 · 2021: 7 · 2020: 5 · 2019: 10 · 2018: 14 · 2017: 8 · 2016: 10 · 2015: 8 · 2014: 10 · 2013: 12 · 2012: 6
- FWCI
- 1.26
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Annals of Dyslexia (publishedVersion)
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- arithmetic disabilities, reading disorders, academic performance, verbal IQ, language skills, visuomotor skills, gender differences, longitudinal follow-up
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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