A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills
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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 variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.
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The presence of a SLD significantly predicted PS deficit.
“the presence of a SLD significantly predicted PS deficit.”
From Diagnostic Associations of Processing Speed in a Transdiagnostic, Pediatric Sample (2020) · cites this paper as [43]
The “Processing Speed and Reading, Math, and Attention” section reports processing-speed deficits in children with reading or math disabilities, supporting an association with specific learning disabilities. It does not report that the presence of a specific learning disability significantly predicted a processing-speed deficit. The Discussion (“Variables Related to Overlapping Outcomes”) also notes that deficits depend on how processing speed is measured. Page numbers were unavailable in our copy. (LLM, conf=0.84)
Experimental — accuracy not yet measuredComorbidity amongst math disorder, reading disorder, and ADHD has been associated with low processing speed.
“comorbidity amongst MD, RD, and ADHD has also been associated with low PS, and the relationships between these deficits continue to be explored20,40–44.”
From Diagnostic Associations of Processing Speed in a Transdiagnostic, Pediatric Sample (2020) · cites this paper as [43]
These collective findings support previous research showing a relationship between MD, RD, and PS deficit.
“These collective findings support previous research showing a relationship between MD, RD, and PS deficit22,40,42,43.”
From Diagnostic Associations of Processing Speed in a Transdiagnostic, Pediatric Sample (2020) · cites this paper as [43]
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- Authors
- Child, A. E., Cirino, P. T., Fletcher, J. M., Willcutt, E. G., & Fuchs, L. S.
- Affiliations
- University of Houston (US)
- University of Colorado Boulder (US)
- Vanderbilt University (US)
- Corresponding author
- Child, Amanda E.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2018-05-21
- Volume
- 52
- Issue
- 1
- Pages
- 15-30
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- PMC
- PMC6212329
- OpenAlex
- W2902883633
- Cited by
- 80
- References
- 120
- Citations by year
- 2026: 4 · 2025: 6 · 2024: 11 · 2023: 12 · 2022: 18 · 2021: 13 · 2020: 8 · 2019: 7 · 2018: 1
- FWCI
- 12.62
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Learning Disabilities (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01 HD059179)
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Keywords
- reading disorders, math disabilities, attention deficit hyperactivity disorder, comorbidities, dimensional approach, phonological awareness, numerosity, working memory, processing speed, activity level, children
- MeSH terms
- Academic Performance, Attention, Attention Deficit Disorder with Hyperactivity, Child, Dyslexia, Female, Humans, Language Development, Male, Mathematics, Memory, Short-Term, Neuropsychological Tests, Reaction Time, Reading, Comorbidity, Mathematical Concepts, Dyscalculia
About these checks
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.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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