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Profiles of mathematical deficits in children with dyslexia.
Pedemonte, B; Pereira, C W; Borghesani, V; Ebbert, M; Allen, I E; Pinheiro-Chagas, P; De Leon, J; Miller, Z; Tee, B L; Gorno-Tempini, M L.
Afiliación
  • Pedemonte B; Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA. Bettina.pedemonte@ucsf.edu.
  • Pereira CW; Dyslexia Center, University of California, San Francisco, CA, USA. Bettina.pedemonte@ucsf.edu.
  • Borghesani V; Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.
  • Ebbert M; Dyslexia Center, University of California, San Francisco, CA, USA.
  • Allen IE; Faculty of Psychology and Educational Sciences, Université de Genève, Genève, CH, Switzerland.
  • Pinheiro-Chagas P; Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.
  • De Leon J; Dyslexia Center, University of California, San Francisco, CA, USA.
  • Miller Z; Department of Epidemiology and Biostatistics, University of California, San Francisco, CA, USA.
  • Tee BL; Memory and Aging Center, Department of Neurology, University of California, San Francisco, CA, USA.
  • Gorno-Tempini ML; Dyslexia Center, University of California, San Francisco, CA, USA.
NPJ Sci Learn ; 9(1): 7, 2024 Feb 15.
Article en En | MEDLINE | ID: mdl-38360731
ABSTRACT
Despite a high rate of concurrent mathematical difficulties among children with dyslexia, we still have limited information regarding the prevalence and severity of mathematical deficits in this population. To address this gap, we developed a comprehensive battery of cognitive tests, known as the UCSF Mathematical Cognition Battery (MCB), with the aim of identifying deficits in four distinct mathematical domains number processing, arithmetical procedures, arithmetic facts retrieval, and geometrical abilities. The mathematical abilities of a cohort of 75 children referred to the UCSF Dyslexia Center with a diagnosis of dyslexia, along with 18 typically developing controls aged 7 to 16, were initially evaluated using a behavioral neurology approach. A team of professional clinicians classified the 75 children with dyslexia into five groups, based on parents' and teachers' reported symptoms and clinical history. These groups included children with no mathematical deficits and children with mathematical deficits in number processing, arithmetical procedures, arithmetic facts retrieval, or geometrical abilities. Subsequently, the children underwent evaluation using the MCB to determine concordance with the clinicians' impressions. Additionally, neuropsychological and cognitive standardized tests were administered. Our study reveals that within a cohort of children with dyslexia, 66% exhibit mathematical deficits, and among those with mathematical deficits, there is heterogeneity in the nature of these deficits. If these findings are confirmed in larger samples, they can potentially pave the way for new diagnostic approaches, consistent subtype classification, and, ultimately personalized interventions.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies / Risk_factors_studies Idioma: En Revista: NPJ Sci Learn Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies / Risk_factors_studies Idioma: En Revista: NPJ Sci Learn Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Reino Unido