Dyslexia and Dyscalculia: Two Learning Disorders with Different Cognitive Profiles

Autor/inn/en	Landerl, Karin; Fussenegger, Barbara; Moll, Kristina; Willburger, Edith
Titel	Dyslexia and Dyscalculia: Two Learning Disorders with Different Cognitive Profiles
Quelle	In: Journal of Experimental Child Psychology, 103 (2009) 3, S.309-324 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2009.03.006
Schlagwörter	Reading Difficulties; Dyslexia; Phonological Awareness; Short Term Memory; Mathematical Aptitude; Profiles; Hypothesis Testing; Correlation; Cognitive Ability; Neurological Impairments; Phonology; Numeracy; Children; Comparative Analysis; Visual Perception; Spatial Ability; Cognitive Processes; Arithmetic; Learning Disabilities + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Kurzzeitgedächtnis; Charakterisierung; Profilanalyse; Hypothesenprüfung; Hypothesentest; Korrelation; Denkfähigkeit; Neurodegenerative Erkrankung; Fonologie; Rechenkompetenz; Child; Kind; Kinder; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Cognitive process; Kognitiver Prozess; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Learning handicap; Lernbehinderung
Abstract	This study tests the hypothesis that dyslexia and dyscalculia are associated with two largely independent cognitive deficits, namely a phonological deficit in the case of dyslexia and a deficit in the number module in the case of dyscalculia. In four groups of 8- to 10-year-olds (42 control, 21 dyslexic, 20 dyscalculic, and 26 dyslexic/dyscalculic), phonological awareness, phonological and visual-spatial short-term and working memory, naming speed, and basic number processing skills were assessed. A phonological deficit was found for both dyslexic groups, irrespective of additional arithmetic deficits, but not for the dyscalculia-only group. In contrast, deficits in processing of symbolic and nonsymbolic magnitudes were observed in both groups of dyscalculic children, irrespective of additional reading difficulties, but not in the dyslexia-only group. Cognitive deficits in the comorbid dyslexia/dyscalculia group were additive; that is, they resulted from the combination of two learning disorders. These findings suggest that dyslexia and dyscalculia have separable cognitive profiles, namely a phonological deficit in the case of dyslexia and a deficient number module in the case of dyscalculia. (Contains 2 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10