{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T16:05:23Z","timestamp":1791389123017,"version":"4.3.3"},"reference-count":53,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2018,7,5]],"date-time":"2018-07-05T00:00:00Z","timestamp":1530748800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/501100000279","name":"Nuffield Foundation","doi-asserted-by":"publisher","award":["EDU\/42027"],"award-info":[{"award-number":["EDU\/42027"]}],"id":[{"id":"10.13039\/501100000279","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100000279","name":"Nuffield Foundation","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100000279","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["bpspsychub.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["British J of Psychology"],"published-print":{"date-parts":[[2018,11]]},"abstract":"<jats:p>\n                    Mathematics difficulties are common in both children and adults, and they can have a great impact on people's lives. A specific learning disorder in mathematics (\n                    <jats:styled-content style=\"fixed-case\">SLDM<\/jats:styled-content>\n                    or developmental dyscalculia) is a special case of persistent mathematics difficulties, where the problems with maths cannot be attributed to environmental factors, intellectual disability, or mental, neurological or physical disorders. The aim of the current study was to estimate the prevalence rate of\n                    <jats:styled-content style=\"fixed-case\">SLDM<\/jats:styled-content>\n                    , any gender differences in\n                    <jats:styled-content style=\"fixed-case\">SLDM<\/jats:styled-content>\n                    , and the most common comorbid conditions. The\n                    <jats:styled-content style=\"fixed-case\">DSM<\/jats:styled-content>\n                    \u20105 provides details regarding these only for specific learning disorders in general, but not specifically for\n                    <jats:styled-content style=\"fixed-case\">SLDM<\/jats:styled-content>\n                    . We also compared the prevalence rates obtained on the basis of the\n                    <jats:styled-content style=\"fixed-case\">DSM<\/jats:styled-content>\n                    \u2010\n                    <jats:styled-content style=\"fixed-case\">IV<\/jats:styled-content>\n                    and\n                    <jats:styled-content style=\"fixed-case\">DSM<\/jats:styled-content>\n                    \u20105 criteria. We investigated the performance of 2,421 primary school children on standardized tests of mathematics, English, and\n                    <jats:styled-content style=\"fixed-case\">IQ<\/jats:styled-content>\n                    , and several demographic factors over the primary school years. We applied the\n                    <jats:styled-content style=\"fixed-case\">DSM<\/jats:styled-content>\n                    \u20105 diagnostic criteria to identify children with a potential diagnosis of\n                    <jats:styled-content style=\"fixed-case\">SLDM<\/jats:styled-content>\n                    . Six per cent of our sample had persistent, severe difficulties with mathematics, and, after applying the exclusion criteria, 5.7% were identified as having an\n                    <jats:styled-content style=\"fixed-case\">SLDM<\/jats:styled-content>\n                    profile. Both persistent maths difficulties and consistently exceptionally high performance in maths were equally common in males and females. About half of the children with an\n                    <jats:styled-content style=\"fixed-case\">SLDM<\/jats:styled-content>\n                    profile had some form of language or communication difficulty. Some of these children also had a diagnosis of autism, social, emotional, and behavioural difficulties or attention deficit and hyperactivity disorder. Our findings have important implications for research and intervention purposes, which we discuss in the study.\n                  <\/jats:p>","DOI":"10.1111\/bjop.12322","type":"journal-article","created":{"date-parts":[[2018,7,5]],"date-time":"2018-07-05T08:21:48Z","timestamp":1530778908000},"page":"917-940","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":113,"title":["The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school\u2010age children"],"prefix":"10.1111","volume":"109","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7550-1454","authenticated-orcid":false,"given":"Kinga","family":"Morsanyi","sequence":"first","affiliation":[{"name":"School of Psychology Queen's University Belfast UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bianca M.C.W.","family":"van Bers","sequence":"additional","affiliation":[{"name":"School of 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