Exploring Differences between Cognition, Reading, Math, and Attention Scores in Students with Disabilities: A Systematic Review
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| Title: | Exploring Differences between Cognition, Reading, Math, and Attention Scores in Students with Disabilities: A Systematic Review |
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| Language: | English |
| Authors: | Alicia A. Stewart (ORCID |
| Source: | Learning Disability Quarterly. 2026 49(1):39-53. |
| 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: | 15 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | 5P50HD05211712 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Learning Disabilities, Reading Difficulties, Mathematics Skills, Scores, Students with Disabilities, Attention Deficit Hyperactivity Disorder, Comorbidity, Outcomes of Education, Effect Size, Cognitive Ability, Short Term Memory, Language Skills |
| DOI: | 10.1177/07319487251318352 |
| ISSN: | 0731-9487 2168-376X |
| Abstract: | A large body of research documents underlying cognitive factors, many of which are shared, in students with reading disabilities (RDs), math disabilities (MDs), comorbid reading and math disabilities (RD + MD), as well as students with attention-deficit/hyperactivity disorder (ADHD) and students with RD and ADHD. In an effort to examine differences in reading, mathematics, and cognitive outcomes among these students, we investigated the outcomes between these groups across the published research literature by conducting a systematic review. A total of 16 studies met inclusion criteria. Data from a total of 1,910 participants across studies was used to answer our research questions. Mean effect size differences across studies highlight lower overall outcomes for students with RD + MD and students with RD + ADHD compared to students with RD, MD, or ADHD alone. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495982 |
| Database: | ERIC |
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| Abstract: | A large body of research documents underlying cognitive factors, many of which are shared, in students with reading disabilities (RDs), math disabilities (MDs), comorbid reading and math disabilities (RD + MD), as well as students with attention-deficit/hyperactivity disorder (ADHD) and students with RD and ADHD. In an effort to examine differences in reading, mathematics, and cognitive outcomes among these students, we investigated the outcomes between these groups across the published research literature by conducting a systematic review. A total of 16 studies met inclusion criteria. Data from a total of 1,910 participants across studies was used to answer our research questions. Mean effect size differences across studies highlight lower overall outcomes for students with RD + MD and students with RD + ADHD compared to students with RD, MD, or ADHD alone. |
|---|---|
| ISSN: | 0731-9487 2168-376X |
| DOI: | 10.1177/07319487251318352 |
