Language, reading, and math learning profiles in an epidemiological sample of school age children

• Published in: PloS one 2013-10, Vol.8 (10), p.e77463-e77463
• Main Authors: Archibald, Lisa M D, Oram Cardy, Janis, Joanisse, Marc F, Ansari, Daniel
• Format: Article
• Language: English
• Subjects: Age; Attention deficit hyperactivity disorder; Child; Child, Preschool; Children; Cluster Analysis; Comorbidity; Decision making; Disabilities; Disability; Dyslexia; Epidemiology; Etiology; Humans; Intellectual disabilities; Language; Language disorders; Learning; Learning disabilities; Learning Disabilities - epidemiology; Mathematics - statistics & numerical data; Memory; Morphology; Ontario - epidemiology; People with disabilities; Phonological awareness; Phonological memory; Phonology; Psychology; Publishing; Reading; Reading disabilities; Reproducibility of Results; Schools - statistics & numerical data; Short term memory; Specific language impairment; Studies
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0077463

Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.