{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T08:10:37Z","timestamp":1787904637759,"version":"build-2784847793"},"reference-count":171,"publisher":"Springer Science and Business Media LLC","issue":"7","license":[{"start":{"date-parts":[[2025,7,18]],"date-time":"2025-07-18T00:00:00Z","timestamp":1752796800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2025,7,18]],"date-time":"2025-07-18T00:00:00Z","timestamp":1752796800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Pediatr Res"],"published-print":{"date-parts":[[2025,12]]},"abstract":"<jats:sec>\n                    <jats:title>Abstract<\/jats:title>\n                    <jats:p>Interventions for individuals with specific learning disabilities (SLD) largely focus on performance within a single performance domain (e.g., reading). However, it is more the rule than the exception that individuals with SLD will experience difficulties that span multiple domains (e.g., reading and mathematics), and that co-occur with other disorders (e.g., attention-deficit\/hyperactivity disorder). In this article, we discuss what has been learned about supporting children and adolescents with SLD affecting multiple performance domains (i.e., reading and mathematics), and with common co-occurring difficulties with attention and anxiety. We also identify opportunities for future research for students with disabilities in math and reading and\/or other disorders, e.g., attention-deficit\/hyperactivity disorder.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Impact<\/jats:title>\n                    <jats:p>\n                      <jats:list list-type=\"bullet\">\n                        <jats:list-item>\n                          <jats:p>It is common for children and adolescents with specific learning disabilities in reading to present with co-occurring difficulties with mathematics, attention, and anxiety.<\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>Compared to children and adolescents whose difficulties are isolated to reading, those with co-occurring difficulties with mathematics, attention, and anxiety often present with more pronounced difficulties in each affected domain.<\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>Combined interventions (e.g., reading instruction and anxiety management) show promise for addressing co-occurring learning difficulties.<\/jats:p>\n                        <\/jats:list-item>\n                        <jats:list-item>\n                          <jats:p>Further research is needed to examine the efficacy and feasibility of interventions for children and adolescents with co-occurring difficulties.<\/jats:p>\n                        <\/jats:list-item>\n                      <\/jats:list>\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1038\/s41390-025-04261-0","type":"journal-article","created":{"date-parts":[[2025,7,18]],"date-time":"2025-07-18T11:15:13Z","timestamp":1752837313000},"page":"2536-2544","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Interventions for children and adolescents with specific learning disability and co-occurring disorders"],"prefix":"10.1038","volume":"98","author":[{"given":"Daniel R.","family":"Espinas","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sharon","family":"Vaughn","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lynn S.","family":"Fuchs","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,7,18]]},"reference":[{"key":"4261_CR1","doi-asserted-by":"publisher","DOI":"10.1542\/peds.2019-0811","volume":"144","author":"B Zablotsky","year":"2019","unstructured":"Zablotsky, B. et al. 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