Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
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| Title: | Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade |
|---|---|
| Language: | English |
| Authors: | Lynn S. Fuchs, Douglas Fuchs, Eunsoo Cho (ORCID |
| Source: | Journal of Learning Disabilities. 2025 58(2):112-127. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | R01HD097772 2P20HD075443 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Reading Skills, Mathematics Skills, Comorbidity, Reading Difficulties, Grade 1, Elementary School Students, Phonological Awareness, Cognitive Processes, Naming, Computation, Short Term Memory, Oral Language, Attention, Nonverbal Learning |
| Assessment and Survey Identifiers: | Wide Range Achievement Test, Woodcock Johnson Tests of Achievement, Wechsler Abbreviated Scale of Intelligence, Woodcock Diagnostic Reading Battery |
| DOI: | 10.1177/00222194241248188 |
| ISSN: | 0022-2194 1538-4780 |
| 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 U.S. 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469840 |
| Database: | ERIC |
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| 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 U.S. 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. |
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| ISSN: | 0022-2194 1538-4780 |
| DOI: | 10.1177/00222194241248188 |
