Comorbidity between Reading Disability and Math Disability: Concurrent Psychopathology, Functional Impairment, and Neuropsychological Functioning

Autor/inn/en	Willcutt, Erik G.; Petrill, Stephen A.; Wu, Sarah; Boada, Richard; DeFries, John C.; Olson, Richard K.; Pennington, Bruce F.
Titel	Comorbidity between Reading Disability and Math Disability: Concurrent Psychopathology, Functional Impairment, and Neuropsychological Functioning
Quelle	In: Journal of Learning Disabilities, 46 (2013) 6, S.500-516 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413477476
Schlagwörter	Comorbidity; Reading Difficulties; Behavior Disorders; Psychopathology; Neuropsychology; Physical Disabilities; Mathematical Aptitude; Etiology; Experimental Groups; Control Groups; Diagnostic Tests; Multiple Disabilities; Participant Characteristics; Screening Tests; Outcome Measures; Reading Achievement; Mathematics Achievement; Cognitive Ability; Social Cognition; Mental Disorders; Predictor Variables; Twins; Colorado; Stroop Color Word Test; Wisconsin Card Sorting Test + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Psychopathologie; Neuropsychologie; Physical handicap; Körperbehinderung; Ätiologie; Diagnostic test; Diagnostischer Test; Multiple disability; Mehrfachbehinderung; Screening-Verfahren; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Denkfähigkeit; Soziale Kognition; Mental illness; Geisteskrankheit; Prädiktor; Twin; Zwilling
Abstract	Reading disability (RD) and math disability (MD) frequently co-occur, but the etiology of this comorbidity is not well understood. Groups with RD only (N = 241), MD only (N = 183), and RD + MD (N = 188) and a control group with neither disorder (N = 411) completed a battery of measures of internalizing and externalizing psychopathology, social and academic functioning, and 10 neuropsychological processes. Groups with RD only, MD only, and RD + MD were significantly impaired versus the control group on nearly all measures, and the group with RD + MD was more impaired than the groups with MD and RD alone on measures of internalizing psychopathology, academic functioning, and 7 of 10 neuropsychological constructs. Multiple regression analyses of the neuropsychological measures indicated that deficits in reading and math were associated with shared weaknesses in working memory, processing speed, and verbal comprehension. In contrast, reading difficulties were uniquely associated with weaknesses in phoneme awareness and naming speed, and math deficits were uniquely associated with weaknesses in set shifting. These results support multiple-deficit neuropsychological models of RD and MD and suggest that RD and MD are distinct but related disorders that co-occur because of shared neuropsychological weaknesses in working memory, processing speed, and verbal comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10