A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity

Autor/inn/en	Luoni, Chiara; Scorza, Maristella; Stefanelli, Silvia; Fagiolini, Barbara; Termine, Cristiano
Titel	A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity
Quelle	In: Journal of Learning Disabilities, 56 (2023) 4, S.310-323 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luoni, Chiara) ORCID (Fagiolini, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194221102925
Schlagwörter	Developmental Delays; Learning Disabilities; Mathematics Skills; Comorbidity; Incidence; Children; Foreign Countries; Attention Deficit Hyperactivity Disorder; Intelligence Quotient; Short Term Memory; Reading Fluency; Reading Comprehension; Reading Skills; Writing Skills; Spatial Ability; Italy; Raven Progressive Matrices; Conners Rating Scales + Suchen Sie Ihr Suchwort? Entwicklungsverzögerung; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Vorkommen; Child; Kind; Kinder; Ausland; Intelligenzquotient; Kurzzeitgedächtnis; Leseverstehen; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Räumliches Vorstellungsvermögen; Italien
Abstract	Developmental dyscalculia (DD) has long been thought to be determined by multiple components. Dyscalculia has high comorbidity with other learning and developmental disabilities, including reading and writing disorders, attention deficits, and problems in visual/spatial skills, short memory, and working memory. This study aims to assess prevalence rates for isolated as well as comorbid DD in a sample of Italian-speaking children. In addition, we studied the neuropsychological profile of children with isolated or combined dyscalculia. We tested 380 children (176 males and 204 females) between the ages of 8.17 and 9.33 years using an extensive battery to determine the neuropsychological profile. The assessment included an arithmetic battery and nonverbal intelligence, short-term memory, reading, and writing tests. The results indicated that children with DD more frequently have a reading disorder and writing disorder. They also have a lower nonverbal intelligence quotient (IQ) and obtain significantly lower scores in short-term memory tests and on a visuospatial skills questionnaire. They also had significantly higher scores (indicative of greater attentional difficulties) on the Conners subscale for attentional problems. Children with DD present different cognitive and neuropsychological profiles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01