Specificity and overlap in skills underpinning reading and arithmetical fluency

Daal, Victor Van; Leij, Aryan van der; Adèr, H.J.

doi:10.1007/s11145-012-9404-5

Cited by 13 publications

(8 citation statements)

References 47 publications

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“…A first possible interpretation relates to the interaction between general cognitive processes and additional processes involved in the performance on either alphanumeric or non-alphanumeric RAN tasks. It can be argued that a general underlying cognitive process such as processing speed is impaired at a young age in children later diagnosed with either MD or RSD, which also explains the high comorbidity between both disorders (Van Daal et al, 2013). This is in line with findings that non-alphanumeric RAN predicts reading scores in young children (De Jong & Van der Leij, 1999;Kirby et al, 2003;Lervåg & Hulme, 2009).…”

Section: Discussionsupporting

confidence: 68%

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Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties

Donker

Kroesbergen

Slot

et al. 2016

Learning and Individual Differences

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Although poor Rapid Automatized Naming (RAN) is a risk factor for reading and/or spelling difficulties (RSD) as well as for mathematical difficulties (MD), many questions surround this relationship. The main objective of the present study was to obtain insight in the relationship between alphanumeric vs. non-alphanumeric RAN and reading/spelling and mathematics in groups of 7-to-10-year-old children with RSD, MD, both RSD + MD, and in typically developing (TD) children. Analyses of variance between the groups showed that the RSD and comorbid (RSD + MD) groups were impaired on both alphanumeric and non-alphanumeric RAN, whereas the MD group was impaired only on non-alphanumeric RAN. Furthermore, non-alphanumeric RAN correlated with all measures except spelling, whereas alphanumeric RAN correlated with the reading and spelling measures only. These findings point towards different/additional cognitive processes needed in non-alphanumeric RAN compared to alphanumeric RAN, which affects the relationship with literacy and math.

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Section: Discussionsupporting

confidence: 68%

“…Yet, it seems that many different cognitive skills are involved in RAN, including general processing speed (e.g. Georgiou et al, 2013;Kail & Hall, 1994;Van Daal, Van der Leij, & Adèr, 2013), attentional, visual, lexical, temporal, and recognition sub-processes (Wolf & Bowers, 1999;Wolf & Denckla, 2005).…”

Section: Introductionmentioning

confidence: 99%

Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties

Donker

Kroesbergen

Slot

et al. 2016

Learning and Individual Differences

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“…If fluency is based mainly on processing speed, then reading and math fluency abilities should be highly correlated. However, studies that examined the relation between math fluency and reading fluency in typical populations and in populations with learning disabilities found that reading fluency and math fluency can be considered as modular skills (Van Daal et al, 2013). Namely, reading fluency and math fluency are based on domain-specific abilities.…”

Section: Discussionmentioning

confidence: 99%

BGU‐MF: Ben‐Gurion University Math Fluency test

Gliksman

Berebbi

Hershman

et al. 2022

Applied Cognitive Psychology

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Math fluency (MF) is the ability to quickly and accurately solve simple math exercises. Proficiency in MF is one of the buildings of arithmetic achievement during school. However, so far only paper and pencil tests have been used to assess MF. In the current study, we present the BGU‐MF (Ben‐Gurion University Math Fluency) test, a new computerized tool for MF. MF was assessed by accuracy rates, response times, and the number of performed exercises. In order to examine its reliability, participants performed the test twice. In order to examine its validity, participants performed manual format of MF from the Woodcock–Johnson battery. Results indicated high reliability and validity of the BGU‐MF test. Performance in the BGU‐MF also predicted abilities in the math matriculation exam and psychometric exam. The advantages of the BGU‐MF computerized tool over the manual tool and further implications of the BGU‐MF are discussed.

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“…Este nuevo componente introduce un nuevo elemento al debate, la memoria a largo plazo. Según esta hipótesis un déficit de fluidez para la recuperación de información de la memoria a largo plazo sería el factor común entre ambos trastornos que hacen que el búfer episódico pierda eficacia para la integración de la información proporcionada por los estímulos y que es el material con el trabajan los subsistemas, esto es, hechos numéricos, nombres de símbolos, nombres de letras y sonidos de letras (van Daal et al, 2012). Esto explicaría por qué la DD tiene un impacto negativo en la comorbilidad con respecto al cálculo mental y la recuperación de datos aritméticos (Mammarella et al, 2013a).…”

Section: Déficits Diferenciadores Y Compartidosunclassified

Revisión sistemática: perfil cognitivo de dislexia y discalculia comórbidas

Sánchez-Doménech

2022

AULA_ABIERTA

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En este documento se explora la naturaleza de la comorbilidad de la dislexia del desarrollo (DD) y discalculia (DC) y los déficits cognitivos compartidos y diferenciadores de ambos trastornos. El objetivo es contribuir a que las valoraciones psicopedagógicas escolares se ajusten a la realidad compleja y comórbida de los trastornos del desarrollo que dan lugar a las dificultades específicas de aprendizaje (DEA). Para ello, se realiza una revisión sistemática según las normas PRISMA de trabajos empíricos, en las bases de datos PubMed, Web of Science (WOS) y Scopus en el periodo 2009-2020, de artículos que incluyen muestras mixtas para la comparación de déficits cognitivos comunes y diferenciadores de cada trastorno. Se identifican los déficits diferenciadores y los que se solapan en el grupo comórbido con carácter aditivo o interactivo. Los resultados se discuten en términos de sus implicaciones para el diagnóstico escolar y la práctica educativa destacando la necesidad de valoración de todas las modalidades de la memoria de trabajo y de la velocidad de procesamiento y recuperación y la elaboración de informes orientadores para los docentes de carácter específico sobre el rendimiento de DD y DC en las distintas áreas del currículo.

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Specificity and overlap in skills underpinning reading and arithmetical fluency

Cited by 13 publications

References 47 publications

Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties

Alphanumeric and non-alphanumeric Rapid Automatized Naming in children with reading and/or spelling difficulties and mathematical difficulties

BGU‐MF: Ben‐Gurion University Math Fluency test

Revisión sistemática: perfil cognitivo de dislexia y discalculia comórbidas

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