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Dyslexia and dyscalculia: two learning disorders with different cognitive profiles
Karin Landerl1, Barbara Fussenegger, Kristina Moll
1Department of Psychology, University of Tuebingen, Tuebingen, Germany. karin.landerl@uni-tuebingen.de
Journal of Experimental Child Psychology
|April 29, 2009
Summary
Dyslexia is linked to phonological deficits, while dyscalculia is associated with number processing issues. These learning disorders have distinct cognitive profiles, even when occurring together.
Area of Science:
- Cognitive Neuroscience
- Developmental Psychology
- Educational Psychology
Background:
- Dyslexia and dyscalculia are common learning disorders.
- Their underlying cognitive deficits are debated, with some suggesting shared mechanisms and others proposing distinct deficits.
Purpose of the Study:
- To investigate the distinct cognitive profiles of dyslexia and dyscalculia.
- To test the hypothesis that dyslexia is associated with phonological deficits and dyscalculia with number module deficits.
Main Methods:
- Assessed phonological awareness, working memory, naming speed, and number processing skills.
- Compared four groups of 8- to 10-year-olds: control, dyslexia only, dyscalculia only, and comorbid dyslexia/dyscalculia.
Main Results:
- Dyslexic groups showed phonological deficits, regardless of arithmetic skills.
- Dyscalculic groups exhibited deficits in number magnitude processing, irrespective of reading abilities.
- Cognitive deficits in the comorbid group were additive, reflecting both disorders.
Conclusions:
- Dyslexia and dyscalculia possess separable cognitive profiles.
- Phonological deficits characterize dyslexia, while number module deficits characterize dyscalculia.
- Comorbid cases show additive deficits from both learning disorders.
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