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Do Children With Comorbid Reading and Mathematics Difficulties Experience More Internalizing Problems?

Ana Paula Alves Vieira1, George K Georgiou1, Yuliya Kotelnikova1

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This summary is machine-generated.

Children with both reading and mathematics difficulties show higher anxiety and depression, but attention problems may explain these internalizing issues.

Keywords:
anxietydepressioninternalizing problemslearning difficultiesmathematics difficultiesreading difficulties

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Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Educational Psychology

Background:

  • Comorbid reading (RD) and mathematics difficulties (MD) are common in children.
  • Internalizing problems like anxiety and depression are frequently observed in children with learning disabilities.
  • The role of attention deficits in the relationship between learning difficulties and internalizing problems requires further investigation.

Purpose of the Study:

  • To investigate internalizing problems in children with comorbid RD and MD.
  • To determine if attention deficits mediate the link between comorbid RDMD and internalizing symptoms.
  • To compare internalizing symptoms across children with RD, MD, comorbid RDMD, and typically developing controls.

Main Methods:

  • Participants included children with RD, MD, comorbid RDMD, and age-matched controls.
  • Assessments covered reading, mathematics, general cognitive ability, and attention.
  • Teacher ratings were used to measure anxiety, depression, somatic complaints, and social withdrawal.

Main Results:

  • Children with comorbid RDMD reported higher anxiety and depression than chronological-age controls.
  • These significant differences in internalizing problems disappeared after controlling for attention deficits.
  • No significant differences in somatic complaints or social withdrawal were found between groups.

Conclusions:

  • Comorbid reading and mathematics difficulties may increase the risk for anxiety and depression in children.
  • Attention difficulties appear to play a significant role in the manifestation of these internalizing problems.
  • Targeting attention deficits may be crucial for addressing emotional and behavioral challenges in children with comorbid learning disabilities.