Specificity and overlap in skills underpinning reading and arithmetical fluency

Van Daal, Victor, Van der Leij, A and Adèr, H (2013) Specificity and overlap in skills underpinning reading and arithmetical fluency. Reading and Writing, 26 (6). pp. 1009-1030. ISSN 0922-4777 DOI https://doi.org/10.1007/s11145-012-9404-5

Item not available from this archive. (Request a copy)


The aim of this study was to examine unique and common causes of problems in reading and arithmetic fluency. 13- to 14-year-old students were placed into one of five groups: reading disabled (RD, n = 16), arithmetic disabled (AD, n = 34), reading and arithmetic disabled (RAD, n = 17), reading, arithmetic, and listening comprehension disabled (TRIPLE, n = 9), and typically developing students (NON-LD, n = 40). Multivariate analyses of covariance and variance component analyses showed that reading problems are characterised by difficulties with phonological processing and with rapid automatic naming. Problems with executive functioning and with digit span were typical for students with arithmetical fluency difficulties. RAD students had problems with phonological processing, rapid naming, executive functioning, and digit span. Impairments in number fact fluency, digit span, loudness perception, speeded sound manipulation, and coding, which all share a fluency component were common to problems with reading and arithmetical fluency.

Item Type: Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Psychology
Date Deposited: 01 Oct 2013 09:33
URI: http://repository.edgehill.ac.uk/id/eprint/5617

Archive staff only

Item control page Item control page