Dyslexia and dyscalculia: which neuropsychological processes distinguish the two developmental disorders?

Routledge country:GB 2024

This study analyses the specific neuropsychological profiles of children with dyslexia and/or dyscalculia, in particular concerning phonological awareness, lexical access, working memory and numerical processing. Four groups were selected, through a screening process that used strict criteria, from 1568 7-10-year-old children: 90 with typical development, 61 with dyslexia, 13 with dyscalculia, and 14 with dyslexia + dyscalculia. Children with dyslexia show a deficit in phonological processing, lexical access, and verbal working memory, especially with alphabetic stimuli. Children with developmental dyscalculia show a deficit of phonological processing, verbal working memory with digits and visual-spatial working memory. They also show an impairment in spatial representation of numbers and in the automatic access to numerical semantics to a greater extent than those with double disturbance. Children with dyslexia + dyscalculia show a profile generally characterized by the summation of the deficits of the two disorders, although they have a lower deficit in access to numerical semantics and mental representation of numbers.

dyscalculia; Dyslexia; number processing; phonological awarene; working memory; info:eu-repo/semantics/article

Open access content. Open access content

STAMPA
English

ITBAO oai:boa.unimib.it:10281/402057
10.1080/09297049.2023.2170997
info:eu-repo/semantics/altIdentifier/scopus/2-s2.0-85147417227
1376721407

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