Comorbidity of Arithmetic and Reading Disorder: Basic Number Processing and Calculation in Children with Learning Impairments

Autor/inn/en	Raddatz, Julia; Kuhn, Jörg-Tobias; Holling, Heinz; Moll, Kristina; Dobel, Christian
Titel	Comorbidity of Arithmetic and Reading Disorder: Basic Number Processing and Calculation in Children with Learning Impairments
Quelle	In: Journal of Learning Disabilities, 50 (2017) 3, S.298-308 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415620899
Schlagwörter	Arithmetic; Reading Difficulties; Numbers; Computation; Elementary School Students; Control Groups; Statistical Analysis; Grade 2; Grade 3; Grade 4; Mathematics Anxiety; Elementary School Mathematics; Comorbidity; Reading Instruction; Mathematics Instruction; Intelligence Quotient; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Reading difficulty; Leseschwierigkeit; Zahlenraum; Statistische Analyse; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Leseunterricht; Mathematics lessons; Mathematikunterricht; Intelligenzquotient; Ausland; Deutschland
Abstract	The aim of the present study was to investigate the cognitive profiles of primary school children (age 82-133 months) on a battery of basic number processing and calculation tasks. The sample consisted of four groups matched for age and IQ: arithmetic disorder only (AD; n = 20), reading disorder only (RD; n = 40), a comorbid group (n = 27), and an unimpaired control group (n = 40). Multiple 2 (RD vs. No RD) × 2 (AD vs. No AD) factorial ANCOVAs showed that children with RD had selective impairments in counting and number transcoding efficiency. In contrast, children with AD performed poorly in most tasks, including symbolic and nonsymbolic magnitude comparisons, subitizing, number line estimation, number sets, number transcoding accuracy, and calculation. These findings provide further support that AD is characterized by multiple, heterogeneous underlying deficits. In contrast, RD is associated with specific number processing impairments only if tasks require verbal processing. Taken together, the results fully support the assumption of comorbid additivity of AD and RD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01