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Original Articles

Reading‐disabled students with and without comorbid arithmetic, disability

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Pages 351-371 | Published online: 04 Nov 2009

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Read on this site (17)

Kevin K. H. Chung, Hongyun Liu, Catherine McBride, Anita M.-Y. Wong & Jason C. M. Lo. (2017) How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children. Educational Psychology 37:4, pages 402-420.
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Piia Maria Björn, Kaisa Aunola & Jari-Erik Nurmi. (2016) Primary school text comprehension predicts mathematical word problem-solving skills in secondary school. Educational Psychology 36:2, pages 362-377.
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Anne Elisabeth Dahle & Ann-Mari Knivsberg. (2014) Internalizing, externalizing and attention problems in dyslexia. Scandinavian Journal of Disability Research 16:2, pages 179-193.
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Irene C. Mammarella, Monica Bomba, Sara Caviola, Fiorenza Broggi, Francesca Neri, Daniela Lucangeli & Renata Nacinovich. (2013) Mathematical Difficulties in Nonverbal Learning Disability or Co-Morbid Dyscalculia and Dyslexia. Developmental Neuropsychology 38:6, pages 418-432.
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Johan Korhonen, Karin Linnanmäki & Pirjo Aunio. (2012) Language and Mathematical Performance: a Comparison of Lower Secondary School Students with Different Level of Mathematical Skills. Scandinavian Journal of Educational Research 56:3, pages 333-344.
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Sharon Judge & SilvanaM. R. Watson. (2011) Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities. The Journal of Educational Research 104:3, pages 147-157.
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V. Rotsika, M. Vlassopoulos, L. Legaki, A. Sini, E. Rogakou, K. Sakellariou, H. Pehlivanidou & D.C. Anagnostopoulos. (2009) The WISC-III Profile in Greek Children with Learning Disabilities: Different Language, Similar Difficulties. International Journal of Testing 9:3, pages 271-282.
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Fiona Simmons, Chris Singleton & Joanna Horne. (2008) Brief report—Phonological awareness and visual-spatial sketchpad functioning predict early arithmetic attainment: Evidence from a longitudinal study. European Journal of Cognitive Psychology 20:4, pages 711-722.
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Piia Maria Vilenius‐Tuohimaa, Kaisa Aunola & Jari‐Erik Nurmi. (2008) The association between mathematical word problems and reading comprehension. Educational Psychology 28:4, pages 409-426.
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John Munro. (2003) Dyscalculia: A unifying concept in understanding mathematics learning disabilities. Australian Journal of Learning Disabilities 8:4, pages 25-32.
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Mike A. Assel, Susan H. Landry, Paul Swank, Karen E. Smith & Laura M. Steelman. (2003) Precursors to Mathematical Skills: Examining the Roles of Visual-Spatial Skills, Executive Processes, and Parenting Factors. Applied Developmental Science 7:1, pages 27-38.
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BrianA. Bottge. (2002) Language and technology: Partners in helping students with disabilities develop numeracy. Australasian Journal of Special Education 26:1-2, pages 3-15.
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Pekka Räsänen & Timo Ahonen. (1995) Arithmetic disabilities with and without reading difficulties: A comparison of arithmetic errors. Developmental Neuropsychology 11:3, pages 275-295.
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Articles from other publishers (39)

Aleksandra Bašić, Ružica Zdravković Parezanović, Anja Gajić, Bojana Arsić & Dragana Maćešić Petrović. (2021) CREATIVITY IN TEACHING MATH TO STUDENTS WITH INTELLECTUAL DISABILITIES. International Journal for Innovation Education and Research 9:6, pages 400-405.
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Xavier SeronDavid C. Geary & Mary K. Hoard. 2020. Aphasiology. Aphasiology 635 647 .
Yulia Kuzmina, Alina Ivanova & Diana Kaiky. (2019) The effect of phonological processing on mathematics performance in elementary school varies for boys and girls: Fixed‐effects longitudinal analysis. British Educational Research Journal 45:3, pages 640-661.
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Johannes E. H. van Luit. 2019. International Handbook of Mathematical Learning Difficulties. International Handbook of Mathematical Learning Difficulties 653 668 .
Johannes Erik Harold Van Luit & Sylke Wilhelmina Maria Toll. (2018) Associative Cognitive Factors of Math Problems in Students Diagnosed With Developmental Dyscalculia. Frontiers in Psychology 9.
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Piia Maria Björn, Eija Räikkönen, Kaisa Aunola & Minna Kyttälä. (2017) Dynamics between student vs. teacher perceptions of mathematics task-orientation and mathematics performance among adolescents. Learning and Individual Differences 55, pages 21-28.
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Darius Endlich, Friederike Dummert, Wolfgang Schneider & Christina Schwenck. (2014) Verhaltensprobleme bei Kindern mit umschriebener und kombinierter schulischer Minderleistung. Kindheit und Entwicklung 23:1, pages 61-69.
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Snorre A. Ostad. (2011) Private Speech Use in Arithmetical Calculation. Journal of Learning Disabilities 46:4, pages 291-303.
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Liane Kaufmann, Pia Handl, Margarete Delazer & Silvia Pixner. 2013. Rechenstörungen bei Kindern. Rechenstörungen bei Kindern 231 258 .
Erin A. Maloney, Stephanie Waechter, Evan F. Risko & Jonathan A. Fugelsang. (2012) Reducing the sex difference in math anxiety: The role of spatial processing ability. Learning and Individual Differences 22:3, pages 380-384.
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Sungdoo Hong & 여승수. (2011) An Application of Latent Growth Class Analysis for Identifying Students at Risk for Math. The Journal of Special Children Education 13:2, pages 393-413.
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Julie-Ann Jordan, Judith Wylie & Gerry Mulhern. (2010) Phonological awareness and mathematical difficulty: A longitudinal perspective. British Journal of Developmental Psychology 28:1, pages 89-107.
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Marinus H. M. Breteler, Martijn Arns, Sylvia Peters, Ine Giepmans & Ludo Verhoeven. (2009) Improvements in Spelling after QEEG-based Neurofeedback in Dyslexia: A Randomized Controlled Treatment Study. Applied Psychophysiology and Biofeedback 35:1, pages 5-11.
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Nicole Davis, Christopher J. Cannistraci, Baxter P. Rogers, J. Christopher Gatenby, Lynn S. Fuchs, Adam W. Anderson & John C. Gore. (2009) Aberrant functional activation in school age children at-risk for mathematical disability: A functional imaging study of simple arithmetic skill. Neuropsychologia 47:12, pages 2470-2479.
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Verena Thaler, Karolina Urton, Angela Heine, Stefan Hawelka, Verena Engl & Arthur M. Jacobs. (2009) Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading. Neuropsychologia 47:12, pages 2436-2445.
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Kimberly Raghubar, Paul Cirino, Marcia Barnes, Linda Ewing-Cobbs, Jack Fletcher & Lynn Fuchs. (2009) Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties. Journal of Learning Disabilities 42:4, pages 356-371.
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Erik van Loosbroek, Goedele S.M.A. Dirkx, Wouter Hulstijn & Firmin Janssen. (2009) When the mental number line involves a delay: The writing of numbers by children of different arithmetical abilities. Journal of Experimental Child Psychology 102:1, pages 26-39.
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Tuire Koponen, Kaisa Aunola, Timo Ahonen & Jari-Erik Nurmi. (2007) Cognitive predictors of single-digit and procedural calculation skills and their covariation with reading skill. Journal of Experimental Child Psychology 97:3, pages 220-241.
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Ulf Andersson & Björn Lyxell. (2007) Working memory deficit in children with mathematical difficulties: A general or specific deficit?. Journal of Experimental Child Psychology 96:3, pages 197-228.
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H. Lee Swanson & Olga Jerman. (2016) Math Disabilities: A Selective Meta-Analysis of the Literature. Review of Educational Research 76:2, pages 249-274.
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Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton, Sarah R. Powell, Pamela M. Seethaler, Andrea M. Capizzi, Christopher Schatschneider & Jack M. Fletcher. (2006) The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems.. Journal of Educational Psychology 98:1, pages 29-43.
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Jamie I.D. Campbell. 2005. The Handbook of Mathematical Cognition. The Handbook of Mathematical Cognition 317 332 .
Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, Kimberly Paulsen, Joan D. Bryant & Carol L. Hamlett. (2005) The Prevention, Identification, and Cognitive Determinants of Math Difficulty.. Journal of Educational Psychology 97:3, pages 493-513.
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Heikki Lyytinen, Tomi K. Guttorm, Tiina Huttunen, Jarmo Hämäläinen, Paavo H.T. Leppänen & Manu Vesterinen. (2005) Psychophysiology of developmental dyslexia: a review of findings including studies of children at risk for dyslexia. Journal of Neurolinguistics 18:2, pages 167-195.
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R. I. Nicolson & A. J. Fawcett. 2005. Neurodevelopmental Disorders. Neurodevelopmental Disorders 19 36 .
Lynn S. Fuchs, Douglas Fuchs & Karin Prentice. (2016) Responsiveness to Mathematical Problem-Solving Instruction. Journal of Learning Disabilities 37:4, pages 293-306.
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Linda Ewing-Cobbs, Marcia Barnes, Jack Fletcher, Harvey Levin, Paul Swank & James Song. (2004) Modeling of Longitudinal Academic Achievement Scores After Pediatric Traumatic Brain Injury. Developmental Neuropsychology 25:1, pages 107-133.
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David C. Geary. (2016) Mathematics and Learning Disabilities. Journal of Learning Disabilities 37:1, pages 4-15.
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Christina Schwenck & Wolfgang Schneider. (2003) Einflussfaktoren für den Zusammenhang von Rechen- und Schriftsprachleistungen im frühen Grundschulalter. Kindheit und Entwicklung 12:4, pages 212-221.
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Lynn S. Fuchs & Douglas Fuchs. (2016) Mathematical Problem-Solving Profiles of Students with Mathematics Disabilities With and Without Comorbid Reading Disabilities. Journal of Learning Disabilities 35:6, pages 564-574.
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S. Ramaa & I.P. Gowramma. (2002) A systematic procedure for identifying and classifying children with Dyscalculia among primary school children in India. Dyslexia 8:2, pages 67-85.
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Jack M Fletcher, Barbara R Foorman, Amy Boudousquie, Marcia A Barnes, Christopher Schatschneider & David J Francis. (2002) Assessment of Reading and Learning Disabilities A Research-Based Intervention-Oriented Approach. Journal of School Psychology 40:1, pages 27-63.
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Steven A. Hecht, Joseph K. Torgesen, Richard K. Wagner & Carol A. Rashotte. (2001) The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades. Journal of Experimental Child Psychology 79:2, pages 192-227.
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Che Kan Leong & Wendy D. Jerred. (2001) Effects of consistency and adequacy of language information on understanding elementary mathematics word problems. Annals of Dyslexia 51:1, pages 275-298.
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Nancy C. Jordan & Laurie B. Hanich. (2016) Mathematical Thinking in Second-Grade Children with Different Forms of LD. Journal of Learning Disabilities 33:6, pages 567-578.
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David C. Geary, Carmen O. Hamson & Mary K. Hoard. (2000) Numerical and Arithmetical Cognition: A Longitudinal Study of Process and Concept Deficits in Children with Learning Disability. Journal of Experimental Child Psychology 77:3, pages 236-263.
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David C. Geary, Mary K. Hoard & Carmen O. Hamson. (1999) Numerical and Arithmetical Cognition: Patterns of Functions and Deficits in Children at Risk for a Mathematical Disability. Journal of Experimental Child Psychology 74:3, pages 213-239.
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E. Benedetto-Nasho & R. Tannock. (2016) Math computation, error patterns and stimulant effects in children with Attention Deficit Hyperactivity Disorder. Journal of Attention Disorders 3:3, pages 121-134.
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Yulia V. Kuzmina, Alina E. Ivanova & Inna V. Antipkina. (2017) Direct and Indirect Effects of Phonological Ability and Vocabulary Knowledge on Math Performance in Elementary School. SSRN Electronic Journal.
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