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Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
Γλώσσα: English
Συγγραφείς: Lynn S. Fuchs, Douglas Fuchs, Eunsoo Cho (ORCID 0000-0002-8828-484X), Marcia A. Barnes, Tuire Koponen, Daniel R. Espinas
Πηγή: Journal of Learning Disabilities. 2025 58(2):112-127.
Διαθεσιμότητα: 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
Ημερομηνία έκδοσης: 2025
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Contract Number: R01HD097772
2P20HD075443
Τύπος εγγράφου: 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
Περίληψη: 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: 20250101
Αριθμός Καταχώρησης: EJ1469840
Βάση Δεδομένων: ERIC
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  Data: Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
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  Data: <searchLink fieldCode="AR" term="%22Lynn+S%2E+Fuchs%22">Lynn S. Fuchs</searchLink><br /><searchLink fieldCode="AR" term="%22Douglas+Fuchs%22">Douglas Fuchs</searchLink><br /><searchLink fieldCode="AR" term="%22Eunsoo+Cho%22">Eunsoo Cho</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8828-484X">0000-0002-8828-484X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marcia+A%2E+Barnes%22">Marcia A. Barnes</searchLink><br /><searchLink fieldCode="AR" term="%22Tuire+Koponen%22">Tuire Koponen</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+R%2E+Espinas%22">Daniel R. Espinas</searchLink>
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  Data: 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
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1177/00222194241248188
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  Data: 0022-2194<br />1538-4780
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 20250101
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        Value: 10.1177/00222194241248188
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      – SubjectFull: Reading Skills
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      – SubjectFull: Mathematics Skills
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