Parallels Between Math and Reading Disability

There is a relatively larger body of research on reading than on math disabilities. However, many research findings and theoretical issues are common to both areas of study. In this review, similarities in skill acquisition across domains are identified, and findings concerning the nature of the differences between learners with and without disabilities are discussed. Evaluating the areas of similarity and difference between reading and math disabilities may enhance our understanding of individual differences in learning abilities, and may be useful in guiding future research and theory development.

[1]  John R. Kirb,et al.  Cognitive Components of Learning Problems in Arithmetic , 1988 .

[2]  M. Wolf.  The question of essential differences in developmental dyslexia: A response to Seidenberg, Bruck, Fornarolo, and Backman , 1986, Applied Psycholinguistics.

[3]  J. B. Wyman,et al.  What is reading ability , 1921 .

[4]  E. Zigler.  Developmental versus difference theories of mental retardation and the problem of motivation. , 1969, American journal of mental deficiency.

[5]  Mark S. Seidenberg,et al.  Word recognition processes of poor and disabled readers: Do they necessarily differ? , 1985, Applied Psycholinguistics.

[6]  A. Baddeley,et al.  Developmental and acquired dyslexia: A comparison , 1982, Cognition.

[7]  L. Siegel,et al.  Short-term memory processes in children with reading and arithmetic learning disabilities. , 1984 .

[8]  H. Lee Swanson,et al.  Acquisition of Mental Multiplication Skill: Evidence for the Transition Between Counting and Retrieval Strategies , 1988 .

[9]  M. Bruck.  Persistence of dyslexics' phonological awareness deficits. , 1992 .

[10]  P. Nesher.  Learning Mathematics: A Cognitive Perspective. , 1986 .

[11]  Mark H. Ashcraft,et al.  Simple and complex mental addition across development , 1985 .

[12]  Mark H. Ashcraft,et al.  The development of mental arithmetic: A chronometric approach☆ , 1982 .

[13]  M. Snowling,et al.  The development of grapheme-phoneme correspondence in normal and dyslexic readers. , 1980, Journal of experimental child psychology.

[14]  G. Humphreys,et al.  Are there independent lexical and nonlexical routes in word processing? An evaluation of the dual-route theory of reading , 1985, Behavioral and Brain Sciences.

[15]  D. Carnine,et al.  Curricular Interventions for Teaching Higher Order Thinking to All Students: Introduction to the Special Series , 1991, Journal of learning disabilities.

[16]  Mark S. Seidenberg,et al.  Acquisition and use of spelling-sound correspondences in reading , 1984 .

[17]  Mark H. Ashcraft,et al.  Mental addition in third, fourth, and sixth graders , 1982 .

[18]  J. T. Dalby,et al.  Deficit or Delay: Neuropsychological Models of Developmental Dyslexia , 1979 .

[19]  R. Shalev,et al.  Developmental Dyscalculia , 2004, Journal of child neurology.

[20]  A. M. Derr.  Conservation and Mathematics Achievement in the Learning Disabled Child , 1985, Journal of learning disabilities.

[21]  Susan R. Goldman,et al.  Extended Practice of Basic Addition Facts: Strategy Changes in Learning-Disabled Students , 1988 .

[22]  N. A. Badian.  Nonverbal disorders of learning: The reverse of dyslexia? , 1986, Annals of dyslexia.

[23]  M. Low,et al.  Cognitive and task-related EEG correlates of arithmetic performance in adolescents. , 1987, Journal of clinical and experimental neuropsychology.

[24]  K. Stanovich.  Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader , 1988, Journal of learning disabilities.

[25]  Joy Stackhouse,et al.  Phonological dyslexia and dysgraphia—a developmental analysis , 1986 .

[26]  G. Groen,et al.  A chronometric analysis of simple addition. , 1972 .

[27]  Learning Disabilities , 1988, Journal of learning disabilities.

[28]  J Woodward,et al.  Procedural Knowledge in Mathematics: The Role of the Curriculum , 1991, Journal of learning disabilities.

[29]  Patrick Suppes,et al.  Some counting models for first-grade performance data on simple addition facts , 1966 .

[30]  P. deWinstanley,et al.  Development of efficient arithmetic computation , 1989 .

[31]  Maggie Bruck,et al.  The Word Recognition and Spelling of Dyslexic Children. , 1988 .

[32]  David C. Geary,et al.  Cognitive addition: A short longitudinal study of strategy choice and speed-of-processing differences in normal and mathematically disabled children. , 1991 .

[33]  Who is dyslexic? Reply to Wolf , 1986, Applied Psycholinguistics.

[34]  R. Treiman,et al.  Are there qualitative differences in reading behavior between dyslexics and normal readers? , 1985, Memory & cognition.

[35]  William H. Gaddes.  The Neuropsychological Basis of Problems in Writing, Spelling, and Arithmetic , 1985 .

[36]  Ellen Bouchard Ryan,et al.  Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children , 1988 .

[37]  R. E. Webster.  Visual and Aural Short-Term Memory Capacity Deficits in Mathematics Disabled Students1 , 1979 .

[38]  Timothy A. Post,et al.  Emergence of Information-Retrieval Strategies in Numerical Cognition: A Developmental Study , 1986 .

[39]  Jeannette E. Fleischner,et al.  Automatization and Basic Fact Performance of Normal and Learning Disabled Children , 1983 .

[40]  John Seely Brown,et al.  Diagnostic Models for Procedural Bugs in Basic Mathematical Skills , 1978, Cogn. Sci..

[41]  Phil A. Silva,et al.  Factors Associated with Arithmetic-and-Reading Disability and Specific Arithmetic Disability , 1988, Journal of learning disabilities.

[42]  R S Siegler.  Individual differences in strategy choices: good students, not-so-good students, and perfectionists. , 1988, Child development.

[43]  David C. Geary,et al.  Cognitive Addition: Strategy Choice and Speed-of-Processing Differences in Gifted, Normal, and Mathematically Disabled Children. , 1991 .

[44]  K E Stanovich,et al.  Individual Differences in the Cognitive Processes of Reading: II. Text-Level Processes , 1982, Journal of learning disabilities.

[45]  D. Geary,et al.  Cognitive Addition: Comparison of Learning Disabled and Academically Normal Elementary School Children , 1987 .

[46]  U. Goswami,et al.  Strengths and weaknesses of the reading level design: A comment on Backman, Mamen, and Ferguson. , 1986 .

[47]  Eric A. Jenkins,et al.  How Children Discover New Strategies , 1989 .

[48]  Marcia L Weinstein.  A Neuropsychological Approach to Math Disability. , 1980 .

[49]  Kaia Svien,et al.  Dyscalculia and dyslexia , 1979 .

[50]  J. Fletcher.  Memory for verbal and nonverbal stimuli in learning disability subgroups: analysis by selective reminding. , 1985, Journal of experimental child psychology.

[51]  Keith E. Stanovich,et al.  Developmental Changes in the Cognitive Correlates of Reading Ability and the Developmental Lag Hypothesis. , 1986 .

[52]  John Seely Brown,et al.  Towards a Generative Theory of “Bugs” , 2020, Addition and Subtraction.

[53]  Susan R. Goldman,et al.  Individual differences in extended practice functions and solution strategies for basic addition facts. , 1989 .