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Journal of Psychoeducational Assessment
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27/3/175    most recent
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What's this?

Math Disabilities and Reading Disabilities

Can They be Separated?

H. Lee Swanson

University of California-Riverside, lee.swanson{at}ucr.edu

Olga Jerman

University of California-Riverside

Xinhua Zheng

University of California-Riverside

This article synthesizes some of the published literature that selectively compares the cognitive functioning of children with math disabilities (MDs) with average-achieving children and poor readers (children with reading disabilities [RDs] or comorbid disabilities [RDs + MDs]). All studies in the synthesis report reading, IQ, and math scores for children with MDs and poor readers. A random coefficients model of effect sizes (ESs) show that (a) ESs between MD and normal achievers were moderated by variations in working memory and literacy, (b) ESs between MD- and RD-only children were moderated by working memory and problem solving, and (c) ESs between MD and MD + RD children were moderated by long-term memory and IQ scores. No support was found for the notion that the differentiation between MD children and poor readers (RD and MD + RD) was related to variations in reading across the reviewed studies.

Key Words: math disabilities • meta-analysis • memory • arithmetic

This version was published on June 1, 2009

Journal of Psychoeducational Assessment, Vol. 27, No. 3, 175-196 (2009)
DOI: 10.1177/0734282908330578
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