A1 Journal article (refereed)
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade (2024)

Fuchs, L. S., Fuchs, D., Cho, E., Barnes, M., Koponen, T., & Espinas, D. (2024). Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade. Journal of Learning Disabilities, Early online. https://doi.org/10.1177/00222194241248188

JYU authors or editors

Publication details

All authors or editors: Fuchs, Lynn S.; Fuchs, Douglas; Cho, Eunsoo; Barnes, Marcia, A.; Koponen, Tuire; Espinas, Daniel, R.

Journal or series: Journal of Learning Disabilities

ISSN: 0022-2194

eISSN: 1538-4780

Publication year: 2024

Publication date: 30/04/2024

Volume: Early online

Publisher: SAGE Publications

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1177/00222194241248188

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/94646

Abstract

The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive processes (working memory, oral language, nonverbal reasoning, attentive behavior). Structural equation modeling was used to predict a latent Comorbidity factor, which modeled shared variance between WR and MC, and to identify processes associated with that Comorbidity factor. Results identified each of the core cognitive processes, especially VC, and each of the domain-general cognitive processes, especially working memory, as explaining shared variance between WR and MC. Implications for understanding comorbid difficulty at the start of first grade and designing coordinated first-grade interventions are discussed.

Keywords: learning difficulties; comorbidity; reading; literacy; counting; mathematics; mathematical skills; cognitive processes; children (age groups); school-age children; preschool children (age group)

Free keywords: word reading; mathematics computation; comorbid difficulty; comorbid learning disabilities

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2024

Preliminary JUFO rating: 3