Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability Across Early Grades

We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample (N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one...

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Bibliographic Details
Published in:Exceptional children 2018-04, Vol.84 (3), p.298-311
Main Authors: Koponen, Tuire, Aro, Mikko, Poikkeus, Anna-Maija, Niemi, Pekka, Lerkkanen, Marja-Kristiina, Ahonen, Timo, Nurmi, Jari-Erik
Format: Article
Language:English
Subjects:
Comorbidity
Difficulty Level
Elementary School Students
Foreign Countries
Grade 1
Grade 2
Grade 3
Grade 4
Incidence
Longitudinal Studies
Mathematics Skills
Reading Difficulties
Reading Fluency
Skills
Statistical Analysis
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Summary:We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample (N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance in the other. Comorbid difficulties had somewhat higher prevalence in third and fourth graders than in first and second graders. The stability of comorbid difficulties was found to be established from Grade 2 onward, but the stability of single difficulties increased steadily across grades. Overall, the findings emphasize the relatively strong stability of comorbid difficulties after the second grade and underscore the need for close monitoring of, and support for, both skills as opposed to just one.
ISSN:0014-4029
2163-5560
DOI:10.1177/0014402918756269