{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,12]],"date-time":"2026-10-12T15:39:02Z","timestamp":1791819542708,"version":"4.3.4"},"reference-count":63,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2018,8,25]],"date-time":"2018-08-25T00:00:00Z","timestamp":1535155200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/501100001659","name":"Deutsche Forschungsgemeinschaft","doi-asserted-by":"publisher","award":["MO 2569\/2\u20101"],"award-info":[{"award-number":["MO 2569\/2\u20101"]}],"id":[{"id":"10.13039\/501100001659","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Child Psychology Psychiatry"],"published-print":{"date-parts":[[2019,3]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>\n                      Reading disorder (\n                      <jats:styled-content style=\"fixed-case\">RD<\/jats:styled-content>\n                      ) and mathematics disorder (\n                      <jats:styled-content style=\"fixed-case\">MD<\/jats:styled-content>\n                      ) frequently co\u2010occur. However, the exact comorbidity rates differ largely between studies. Given that\n                      <jats:styled-content style=\"fixed-case\">MD<\/jats:styled-content>\n                      is characterised by high heterogeneity on the symptom level, differences in comorbidity rates may result from different mathematical subskills used to define\n                      <jats:styled-content style=\"fixed-case\">MD<\/jats:styled-content>\n                      . Comorbidity rates with\n                      <jats:styled-content style=\"fixed-case\">RD<\/jats:styled-content>\n                      are likely to be higher when\n                      <jats:styled-content style=\"fixed-case\">MD<\/jats:styled-content>\n                      is measured by mathematical subskills that do not only build on number processing, but also require language (i.e. arithmetic fluency), than when measured by magnitude processing skills.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>The association between literacy, arithmetic fluency and magnitude processing as well as the overlap between deficits in these domains were assessed in a representative sample of 1,454 third Graders.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Associations were significantly higher between literacy and arithmetic, than between literacy and magnitude processing. This was also reflected in comorbidity rates: comorbidity rates between literacy and arithmetic deficits were four times higher than expected by chance, whereas comorbidity rates between literacy and magnitude processing deficits did not exceed chance rate. Deficits in the two mathematical subskills showed some overlap, but also revealed dissociations, corroborating the high heterogeneity of\n                      <jats:styled-content style=\"fixed-case\">MD<\/jats:styled-content>\n                      . Results are interpreted within a multiple\u2010deficit framework and implications for diagnosis and intervention are discussed.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>\n                      The overlap between\n                      <jats:styled-content style=\"fixed-case\">RD<\/jats:styled-content>\n                      and\n                      <jats:styled-content style=\"fixed-case\">MD<\/jats:styled-content>\n                      depends on the subskills used to define\n                      <jats:styled-content style=\"fixed-case\">MD<\/jats:styled-content>\n                      . Due to shared domain\u2010general factors mathematical subskills that draw on language skills are more strongly associated with literacy than those that do not require language. The findings further indicate that the same symptom, such as deficits in arithmetic, can be associated with different cognitive deficits, a deficit in language skills or a deficit in number processing.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcpp.12965","type":"journal-article","created":{"date-parts":[[2018,8,25]],"date-time":"2018-08-25T04:30:35Z","timestamp":1535171435000},"page":"286-294","source":"Crossref","is-referenced-by-count":65,"title":["Understanding comorbidity of learning disorders: task\u2010dependent estimates of prevalence"],"prefix":"10.1111","volume":"60","author":[{"given":"Kristina","family":"Moll","sequence":"first","affiliation":[{"name":"Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy Ludwig\u2010Maximilians\u2010University Munich Munich Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Karin","family":"Landerl","sequence":"additional","affiliation":[{"name":"Institute of Psychology University of Graz Graz Austria"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Margaret J.","family":"Snowling","sequence":"additional","affiliation":[{"name":"St. John's College University of Oxford  Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gerd","family":"Schulte\u2010K\u00f6rne","sequence":"additional","affiliation":[{"name":"Department of Child and Adolescent Psychiatry, Psychosomatics, and Psychotherapy Ludwig\u2010Maximilians\u2010University Munich Munich Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2018,8,25]]},"reference":[{"key":"e_1_2_7_2_1","volume-title":"DSM 5","author":"American Psychiatric Association","year":"2013"},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219413483174"},{"key":"e_1_2_7_4_1","first-page":"235","article-title":"Dyscalculia and nonverbal disorders of learning","volume":"5","author":"Badian N.A.","year":"1983","journal-title":"Progress in Learning Disabilities"},{"key":"e_1_2_7_5_1","doi-asserted-by":"publisher","DOI":"10.1367\/A04-209R.1"},{"key":"e_1_2_7_6_1","doi-asserted-by":"publisher","DOI":"10.3758\/s13428-016-0792-3"},{"key":"e_1_2_7_7_1","volume-title":"TOBANS: Test of basic arithmetic and numeracy skills","author":"Brigstocke S.","year":"2016"},{"key":"e_1_2_7_8_1","unstructured":"B. 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