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

Area of Science:

• Developmental Psychology
• Educational Psychology
• Cognitive Neuroscience

Background:

• Comorbid difficulties in word reading and mathematics computation are common in early elementary school.
• Understanding the shared cognitive underpinnings is crucial for effective early intervention.

Purpose of the Study:

• To identify cognitive processes linked to comorbid word reading and mathematics computation delays in first-grade children.
• To investigate the shared variance between word reading and mathematics computation difficulties.

Main Methods:

• Structural equation modeling was used to analyze data from 234 U.S. first-grade children.
• Children were assessed on word reading, mathematics computation, core cognitive skills (phonological processing, rapid automatized naming, verbal counting), and domain-general cognitive skills (working memory, oral language, nonverbal reasoning, attentive behavior).

Main Results:

• Verbal counting and working memory were significant predictors of the shared variance between word reading and mathematics computation.
• Core cognitive processes, particularly verbal counting, and domain-general processes, especially working memory, explained the comorbidity.

Conclusions:

• Cognitive factors, notably verbal counting and working memory, play a critical role in the comorbidity of early word reading and mathematics computation difficulties.
• Findings support the development of coordinated interventions addressing shared cognitive deficits in first-grade students.