Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

• Published in: Journal of learning disabilities Vol. 50; no. 4; pp. 408 - 421
• Main Authors: Peterson, Robin L., Boada, Richard, McGrath, Lauren M., Willcutt, Erik G., Olson, Richard K., Pennington, Bruce F.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2017; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Achievement Tests; Adolescent; Adolescents; Age differences; Attention; Attention - physiology; Attention Deficit Hyperactivity Disorder; Child; Children; Cognition; Cognitive ability; Cognitive aspects; Cognitive Processes; Comorbidity; Comprehension - physiology; Correlation; Disability; Executive Function; Executive Function - physiology; Female; Humans; Hypothesis Testing; Inhibition; Inhibition (Psychology); Intelligence Tests; Learning Disabilities; Male; Mathematics; Mathematics - education; Mathematics Skills; Memory, Short-Term - physiology; Neurodevelopmental disorders; Neurodevelopmental Disorders - physiopathology; Older children; Predictor Variables; Reading; Reading comprehension; Reading Difficulties; Reading disabilities; Reading Skills; Short Term Memory; Skills; Special education; Statistical Analysis; Structural Equation Models; Twins; cognitive processing; working; memory
• ISSN: 0022-2194; 1538-4780
• DOI: 10.1177/0022219415618500

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.