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Math Disabilities and Reading Disabilities : Can They Be Separated?

University of California–Riverside

^* To whom correspondence should be addressed. E-mail: lee.swanson{at}ucr.edu.

	Abstract

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.

First published on April 13, 2009, doi:10.1177/0734282908330578

Journal of Psychoeducational Assessment 2009;27:175.

A more recent version of this article appeared on June 1, 2009


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