From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities
We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2020-10-01
|
| Series: | Frontiers in Public Health |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpubh.2020.00469/full |
| _version_ | 1818600025748406272 |
|---|---|
| author | Jeremy G. Grant Linda S. Siegel Amedeo D'Angiulli |
| author_facet | Jeremy G. Grant Linda S. Siegel Amedeo D'Angiulli |
| author_sort | Jeremy G. Grant |
| collection | DOAJ |
| description | We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD group) and both (comorbidity: MDRD group), with tests widely used in both psychoeducational and neuropsychological batteries. As expected, the MDRD group exhibited reading deficits like those shown by the RD group. The former group also exhibited deficits in quantitative reasoning like those shown by the MD group. However, other deficits related to verbal working memory and semantic memory were exclusive to the MDRD group. These findings were independent of gender, age, or socioeconomic and demographic factors. Through a systematic exhaustive review of clinical neuroimaging literature, we mapped the resulting cognitive profiles to correspondingly plausible neuroanatomical substrates of dyslexia and dyscalculia. In our resulting “probing” model, the complex set of domain-specific and domain-general impairments shown in the comorbidity of reading and mathematical disabilities are hypothesized as being related to atypical development of the left angular gyrus. The present neuroeducational approach bridges a long-standing transdisciplinary divide and contributes a step further toward improved early prediction, teaching and interventions for children and adults with combined reading and math disabilities. |
| first_indexed | 2024-12-16T12:28:56Z |
| format | Article |
| id | doaj.art-b75adc6a3c93445fae4eff07115aeb04 |
| institution | Directory Open Access Journal |
| issn | 2296-2565 |
| language | English |
| last_indexed | 2024-12-16T12:28:56Z |
| publishDate | 2020-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Public Health |
| spelling | doaj.art-b75adc6a3c93445fae4eff07115aeb042022-12-21T22:31:44ZengFrontiers Media S.A.Frontiers in Public Health2296-25652020-10-01810.3389/fpubh.2020.00469511074From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading DisabilitiesJeremy G. Grant0Linda S. Siegel1Amedeo D'Angiulli2Department of Neuroscience, Carleton University, Ottawa, ON, CanadaDepartment of Educational and Counselling Psychology, and Special Education, The University of British Columbia, Vancouver, BC, CanadaDepartment of Neuroscience, Carleton University, Ottawa, ON, CanadaWe bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD group) and both (comorbidity: MDRD group), with tests widely used in both psychoeducational and neuropsychological batteries. As expected, the MDRD group exhibited reading deficits like those shown by the RD group. The former group also exhibited deficits in quantitative reasoning like those shown by the MD group. However, other deficits related to verbal working memory and semantic memory were exclusive to the MDRD group. These findings were independent of gender, age, or socioeconomic and demographic factors. Through a systematic exhaustive review of clinical neuroimaging literature, we mapped the resulting cognitive profiles to correspondingly plausible neuroanatomical substrates of dyslexia and dyscalculia. In our resulting “probing” model, the complex set of domain-specific and domain-general impairments shown in the comorbidity of reading and mathematical disabilities are hypothesized as being related to atypical development of the left angular gyrus. The present neuroeducational approach bridges a long-standing transdisciplinary divide and contributes a step further toward improved early prediction, teaching and interventions for children and adults with combined reading and math disabilities.https://www.frontiersin.org/articles/10.3389/fpubh.2020.00469/fullreading and mathematical disabilitycomorbiditydyslexiadyscalculiapsychoeducational testingneuroimaging |
| spellingShingle | Jeremy G. Grant Linda S. Siegel Amedeo D'Angiulli From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities Frontiers in Public Health reading and mathematical disability comorbidity dyslexia dyscalculia psychoeducational testing neuroimaging |
| title | From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities |
| title_full | From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities |
| title_fullStr | From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities |
| title_full_unstemmed | From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities |
| title_short | From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities |
| title_sort | from schools to scans a neuroeducational approach to comorbid math and reading disabilities |
| topic | reading and mathematical disability comorbidity dyslexia dyscalculia psychoeducational testing neuroimaging |
| url | https://www.frontiersin.org/articles/10.3389/fpubh.2020.00469/full |
| work_keys_str_mv | AT jeremyggrant fromschoolstoscansaneuroeducationalapproachtocomorbidmathandreadingdisabilities AT lindassiegel fromschoolstoscansaneuroeducationalapproachtocomorbidmathandreadingdisabilities AT amedeodangiulli fromschoolstoscansaneuroeducationalapproachtocomorbidmathandreadingdisabilities |