Comorbidity Between Reading Disability and Math Disability: Concurrent Psychopathology, Functional Impairment, and Neuropsychological Functioning
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 internaliz...
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| Veröffentlicht in: | Journal of learning disabilities 2013-11, Vol.46 (6), p.500-516 |
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| creator | Willcutt, Erik G. Petrill, Stephen A. Wu, Sarah Boada, Richard DeFries, John C. Olson, Richard K. Pennington, Bruce F. |
| description | 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. |
| doi_str_mv | 10.1177/0022219413477476 |
| format | Article |
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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.</description><identifier>ISSN: 0022-2194</identifier><identifier>EISSN: 1538-4780</identifier><identifier>DOI: 10.1177/0022219413477476</identifier><identifier>PMID: 23449727</identifier><identifier>CODEN: JLDIAD</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Adolescent ; Behavior Disorders ; Child ; Cognition Disorders - epidemiology ; Cognition Disorders - physiopathology ; Cognitive Ability ; Colorado ; Comorbidity ; Comprehension ; Consciousness ; Control Groups ; Diagnostic Tests ; Disability ; Diseases in Twins - epidemiology ; Diseases in Twins - physiopathology ; Dyscalculia - epidemiology ; Dyscalculia - physiopathology ; Dyslexia - epidemiology ; Dyslexia - physiopathology ; Etiology ; Experimental Groups ; Female ; Functional impairment ; Humans ; Impaired control ; Internalization ; Learning disabilities ; Male ; Mathematical Aptitude ; Mathematics Achievement ; Memory ; Mental Disorders ; Multiple Disabilities ; Multiple Regression Analysis ; Naming ; Neuropsychological functioning ; Neuropsychological Tests - statistics & numerical data ; Neuropsychology ; Outcome Measures ; Participant Characteristics ; Phonemes ; Physical Disabilities ; Predictor Variables ; Psychopathology ; Reading Achievement ; Reading comprehension ; Reading Difficulties ; Reading disabilities ; Regression analysis ; Screening Tests ; Short term memory ; Social Cognition ; Special education ; Stroop Color Word Test ; Twins ; Verbal memory ; Wisconsin Card Sorting Test</subject><ispartof>Journal of learning disabilities, 2013-11, Vol.46 (6), p.500-516</ispartof><rights>Hammill Institute on Disabilities 2013</rights><rights>Copyright SAGE PUBLICATIONS, INC. 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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.</description><subject>Adolescent</subject><subject>Behavior Disorders</subject><subject>Child</subject><subject>Cognition Disorders - epidemiology</subject><subject>Cognition Disorders - physiopathology</subject><subject>Cognitive Ability</subject><subject>Colorado</subject><subject>Comorbidity</subject><subject>Comprehension</subject><subject>Consciousness</subject><subject>Control Groups</subject><subject>Diagnostic Tests</subject><subject>Disability</subject><subject>Diseases in Twins - epidemiology</subject><subject>Diseases in Twins - physiopathology</subject><subject>Dyscalculia - epidemiology</subject><subject>Dyscalculia - physiopathology</subject><subject>Dyslexia - epidemiology</subject><subject>Dyslexia - physiopathology</subject><subject>Etiology</subject><subject>Experimental Groups</subject><subject>Female</subject><subject>Functional impairment</subject><subject>Humans</subject><subject>Impaired control</subject><subject>Internalization</subject><subject>Learning disabilities</subject><subject>Male</subject><subject>Mathematical Aptitude</subject><subject>Mathematics Achievement</subject><subject>Memory</subject><subject>Mental Disorders</subject><subject>Multiple Disabilities</subject><subject>Multiple Regression Analysis</subject><subject>Naming</subject><subject>Neuropsychological functioning</subject><subject>Neuropsychological Tests - statistics & numerical data</subject><subject>Neuropsychology</subject><subject>Outcome Measures</subject><subject>Participant Characteristics</subject><subject>Phonemes</subject><subject>Physical Disabilities</subject><subject>Predictor Variables</subject><subject>Psychopathology</subject><subject>Reading Achievement</subject><subject>Reading comprehension</subject><subject>Reading Difficulties</subject><subject>Reading disabilities</subject><subject>Regression analysis</subject><subject>Screening Tests</subject><subject>Short term memory</subject><subject>Social Cognition</subject><subject>Special education</subject><subject>Stroop Color Word Test</subject><subject>Twins</subject><subject>Verbal memory</subject><subject>Wisconsin Card Sorting Test</subject><issn>0022-2194</issn><issn>1538-4780</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp1kd1LwzAUxYMobn68-6IMfPGlmqRp0vgg6PxGEUSfw216u2V0rSad4n9vy3TMgU-Be3735FwOIXuMHjOm1AmlnHOmBYuFUkLJNdJnSZxGQqV0nfQ7Oer0HtkKYUIpFVzJTdLjsRBacdUnp8N6WvvM5a75Glxg84lYDZ4RcleNBpcuQObKToIqHzxCM16a7ZCNAsqAuz_vNnm9vnoZ3kYPTzd3w_OHyMY6aSJNc4ZMgbQZYGpzYMLaQhTtIM1TlAxkmmgFImG6QyhCihaUzQRnhRLxNjmb-77NsinmFqvGQ2nevJuC_zI1OPNXqdzYjOoPEyuhueKtwdGPga_fZxgaM3XBYllChfUsGCZELGJKZdqihyvopJ75qj2vo7jWMpFdIjqnrK9D8FgswjBqumLMajHtysHyEYuF3yZaYH8OoHd2IV_dM8q0kp1BNNcDjHAp1X8ffgMuY59W</recordid><startdate>20131101</startdate><enddate>20131101</enddate><creator>Willcutt, Erik G.</creator><creator>Petrill, Stephen A.</creator><creator>Wu, Sarah</creator><creator>Boada, Richard</creator><creator>DeFries, John C.</creator><creator>Olson, Richard K.</creator><creator>Pennington, Bruce F.</creator><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>20131101</creationdate><title>Comorbidity Between Reading Disability and Math Disability</title><author>Willcutt, Erik G. ; Petrill, Stephen A. ; Wu, Sarah ; Boada, Richard ; DeFries, John C. ; Olson, Richard K. ; Pennington, Bruce F.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c395t-90d1e17a6cbae8cda14ccf4fa6c8d8e61a68597a4519cbae0ea8eca7cb421f743</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Adolescent</topic><topic>Behavior Disorders</topic><topic>Child</topic><topic>Cognition Disorders - epidemiology</topic><topic>Cognition Disorders - physiopathology</topic><topic>Cognitive Ability</topic><topic>Colorado</topic><topic>Comorbidity</topic><topic>Comprehension</topic><topic>Consciousness</topic><topic>Control Groups</topic><topic>Diagnostic Tests</topic><topic>Disability</topic><topic>Diseases in Twins - epidemiology</topic><topic>Diseases in Twins - physiopathology</topic><topic>Dyscalculia - epidemiology</topic><topic>Dyscalculia - physiopathology</topic><topic>Dyslexia - epidemiology</topic><topic>Dyslexia - physiopathology</topic><topic>Etiology</topic><topic>Experimental Groups</topic><topic>Female</topic><topic>Functional impairment</topic><topic>Humans</topic><topic>Impaired control</topic><topic>Internalization</topic><topic>Learning disabilities</topic><topic>Male</topic><topic>Mathematical Aptitude</topic><topic>Mathematics Achievement</topic><topic>Memory</topic><topic>Mental Disorders</topic><topic>Multiple Disabilities</topic><topic>Multiple Regression Analysis</topic><topic>Naming</topic><topic>Neuropsychological functioning</topic><topic>Neuropsychological Tests - statistics & numerical data</topic><topic>Neuropsychology</topic><topic>Outcome Measures</topic><topic>Participant Characteristics</topic><topic>Phonemes</topic><topic>Physical Disabilities</topic><topic>Predictor Variables</topic><topic>Psychopathology</topic><topic>Reading Achievement</topic><topic>Reading comprehension</topic><topic>Reading Difficulties</topic><topic>Reading disabilities</topic><topic>Regression analysis</topic><topic>Screening Tests</topic><topic>Short term memory</topic><topic>Social Cognition</topic><topic>Special education</topic><topic>Stroop Color Word Test</topic><topic>Twins</topic><topic>Verbal memory</topic><topic>Wisconsin Card Sorting Test</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Willcutt, Erik G.</creatorcontrib><creatorcontrib>Petrill, Stephen A.</creatorcontrib><creatorcontrib>Wu, Sarah</creatorcontrib><creatorcontrib>Boada, Richard</creatorcontrib><creatorcontrib>DeFries, John C.</creatorcontrib><creatorcontrib>Olson, Richard K.</creatorcontrib><creatorcontrib>Pennington, Bruce F.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Journal of learning disabilities</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Willcutt, Erik G.</au><au>Petrill, Stephen A.</au><au>Wu, Sarah</au><au>Boada, Richard</au><au>DeFries, John C.</au><au>Olson, Richard K.</au><au>Pennington, Bruce F.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1019766</ericid><atitle>Comorbidity Between Reading Disability and Math Disability: Concurrent Psychopathology, Functional Impairment, and Neuropsychological Functioning</atitle><jtitle>Journal of learning disabilities</jtitle><addtitle>J Learn Disabil</addtitle><date>2013-11-01</date><risdate>2013</risdate><volume>46</volume><issue>6</issue><spage>500</spage><epage>516</epage><pages>500-516</pages><issn>0022-2194</issn><eissn>1538-4780</eissn><coden>JLDIAD</coden><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.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><pmid>23449727</pmid><doi>10.1177/0022219413477476</doi><tpages>17</tpages></addata></record> |
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| subjects | Adolescent Behavior Disorders Child Cognition Disorders - epidemiology Cognition Disorders - physiopathology Cognitive Ability Colorado Comorbidity Comprehension Consciousness Control Groups Diagnostic Tests Disability Diseases in Twins - epidemiology Diseases in Twins - physiopathology Dyscalculia - epidemiology Dyscalculia - physiopathology Dyslexia - epidemiology Dyslexia - physiopathology Etiology Experimental Groups Female Functional impairment Humans Impaired control Internalization Learning disabilities Male Mathematical Aptitude Mathematics Achievement Memory Mental Disorders Multiple Disabilities Multiple Regression Analysis Naming Neuropsychological functioning Neuropsychological Tests - statistics & numerical data Neuropsychology Outcome Measures Participant Characteristics Phonemes Physical Disabilities Predictor Variables Psychopathology Reading Achievement Reading comprehension Reading Difficulties Reading disabilities Regression analysis Screening Tests Short term memory Social Cognition Special education Stroop Color Word Test Twins Verbal memory Wisconsin Card Sorting Test |
| title | Comorbidity Between Reading Disability and Math Disability: Concurrent Psychopathology, Functional Impairment, and Neuropsychological Functioning |
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