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Understanding Comorbidity Between Specific Learning Disabilities.

Erik G Willcutt1, Lauren M McGrath2, Bruce F Pennington2

  • 1University of Colorado at Boulder.

New Directions for Child and Adolescent Development
|May 10, 2019
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Summary
This summary is machine-generated.

Genetic factors influence both reading and math skills, with distinct influences for each. Specific learning disabilities in reading and math are linked to long-term negative outcomes.

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Genetics

Background:

  • Specific learning disabilities (SLD) affect reading, math, and writing, often co-occurring.
  • Understanding the genetic and environmental causes of SLDs is crucial for effective intervention.

Purpose of the Study:

  • To investigate the genetic and environmental etiology of SLDs in reading, math, and writing.
  • To examine the neuropsychology and developmental outcomes of SLDs.
  • To explore the comorbidity between SLDs and other developmental disorders.

Main Methods:

  • Utilizing a twin study design to analyze shared and distinct genetic influences.
  • Employing converging levels of analysis, including genetic, neuropsychological, and developmental assessments.
  • Administering a comprehensive test battery for academic achievement and incorporating neuroimaging and molecular genetic studies.

Main Results:

  • Shared genetic factors significantly contribute to the overlap between reading and math abilities.
  • Distinct genetic and environmental influences also impact specific academic domains.
  • SLDs in reading and math are associated with negative concurrent and long-term functional outcomes.

Conclusions:

  • Genetic influences play a substantial role in the development of specific learning disabilities.
  • SLDs have significant and lasting negative impacts on individuals' functional outcomes.
  • Continued research will integrate comprehensive assessments with advanced neuroimaging and genetic studies to further elucidate SLD etiology.