Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

Publication Date

7-2017

Document Type

Article

Organizational Units

College of Arts Humanities and Social Sciences, Psychology

Keywords

Working, Memory, Cognitive processing

Abstract

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

Copyright Date

1-29-2016

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Rights Holder

Hammill Institute on Disabilities

Provenance

Received from CHORUS

File Format

application/pdf

Language

English (eng)

Extent

14 pgs

File Size

542 KB

Publication Statement

Copyright is held by the Hammill Institute on Disabilities. User is responsible for all copyright compliance. This article was originally published as:

Peterson, R. L., Boada, R., McGrath, L. M., Willcutt, E. G., Olson, R. K., & Pennington, B. F. (2016). Cognitive prediction of reading, math, and attention: Shared and unique influences. Journal of Learning Disabilities, 50(4), 408-421. https://doi.org/10.1177/0022219415618500

Accepted Manuscript is openly available through the "Link to Full Text" button.

The published Version of Record is available at libraries through Compass or Worldcat.

Publication Title

Journal of Learning Disabilities

Volume

50

Issue

4

First Page

408

Last Page

421

ISSN

1538-4780

PubMed ID

26825667

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