{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,29]],"date-time":"2026-05-29T16:16:05Z","timestamp":1780071365563,"version":"3.54.0"},"reference-count":53,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2024,9,24]],"date-time":"2024-09-24T00:00:00Z","timestamp":1727136000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2024,9,24]],"date-time":"2024-09-24T00:00:00Z","timestamp":1727136000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/100010663","name":"H2020 European Research Council","doi-asserted-by":"publisher","award":["101002966"],"award-info":[{"award-number":["101002966"]}],"id":[{"id":"10.13039\/100010663","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100002341","name":"Research Council of Finland","doi-asserted-by":"publisher","award":["268586"],"award-info":[{"award-number":["268586"]}],"id":[{"id":"10.13039\/501100002341","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100002341","name":"Research Council of Finland","doi-asserted-by":"publisher","award":["277340"],"award-info":[{"award-number":["277340"]}],"id":[{"id":"10.13039\/501100002341","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100002341","name":"Research Council of Finland","doi-asserted-by":"publisher","award":["292466"],"award-info":[{"award-number":["292466"]}],"id":[{"id":"10.13039\/501100002341","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2025,5]]},"abstract":"<jats:p>\n                    The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent difficulties in arithmetic and\/or reading fluency be successfully predicted. A sample of Finnish children (\n                    <jats:italic toggle=\"yes\">N<\/jats:italic>\n                    = 941) was followed from the onset of kindergarten (at age 6) through adolescence (ages 13\u201316). Children\u2019s cognitive skills were assessed in kindergarten, and arithmetic and reading fluency were examined in Grades 2, 4, 6, 7, and 9. Parents\u2019 self-report data were collected on their own learning difficulties and educational level. Scoring below the 16th percentile in both Grades 7 and 9 was set as the criterion for dysfluency either in reading (\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    = 87, 9.2%) or arithmetic (\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    = 84, 8.9%). Adolescent dysfluency in both domains was moderately predicted by parental measures and kindergarten cognitive skills. Although adding school-age fluency measures clearly increased both the predictability and specificity of models up to Grade 4 for both skills, knowledge of letters\u2019 names, counting, and visuospatial skills remained unique predictors of dysfluency in adolescence.\n                  <\/jats:p>","DOI":"10.1177\/00222194241275644","type":"journal-article","created":{"date-parts":[[2024,9,24]],"date-time":"2024-09-24T11:55:38Z","timestamp":1727178938000},"page":"163-178","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":4,"title":["Predicting Adolescent Arithmetic and Reading Dysfluency"],"prefix":"10.1177","volume":"58","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0039-1016","authenticated-orcid":false,"given":"Tuire","family":"Koponen","sequence":"first","affiliation":[{"name":"University of Jyv\u00e4skyl\u00e4, Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kenneth","family":"Eklund","sequence":"additional","affiliation":[{"name":"University of Jyv\u00e4skyl\u00e4, Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kaisa","family":"Aunola","sequence":"additional","affiliation":[{"name":"University of Jyv\u00e4skyl\u00e4, Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anna-Maija","family":"Poikkeus","sequence":"additional","affiliation":[{"name":"University of Jyv\u00e4skyl\u00e4, Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Marja-Kristiina","family":"Lerkkanen","sequence":"additional","affiliation":[{"name":"University of Jyv\u00e4skyl\u00e4, Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Minna","family":"Torppa","sequence":"additional","affiliation":[{"name":"University of Jyv\u00e4skyl\u00e4, Finland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2024,9,24]]},"reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"e_1_3_2_3_1","unstructured":"Aunola K. R\u00e4s\u00e4nen P. (2007). The basic arithmetic test [Unpublished test]. University of Jyv\u00e4skyl\u00e4."},{"key":"e_1_3_2_4_1","doi-asserted-by":"crossref","unstructured":"Binder C. (1996). Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst 19 163\u2013197. https:\/\/doi.org\/10.1007\/BF03393163","DOI":"10.1007\/BF03393163"},{"key":"e_1_3_2_5_1","doi-asserted-by":"crossref","unstructured":"Branum-Martin L. Fletcher J. M. Stuebing K. K. (2013). Classification and identification of reading and math disabilities: The special case of comorbidity. Journal of Learning Disabilities 46 490\u2013499. https:\/\/doi.org\/10.1177\/0022219412468767","DOI":"10.1177\/0022219412468767"},{"key":"e_1_3_2_6_1","doi-asserted-by":"publisher","DOI":"10.1037\/14805-018"},{"key":"e_1_3_2_7_1","doi-asserted-by":"crossref","unstructured":"Denckla M. B. Rudel R. (1974). Rapid \u201cAutomatized\u201d Naming of Pictured Objects Colors Letters and Numbers by Normal Children. Cortex 10(2) 186\u2013202. https:\/\/doi.org\/10.1016\/S0010-9452(74)80009-2","DOI":"10.1016\/S0010-9452(74)80009-2"},{"key":"e_1_3_2_8_1","doi-asserted-by":"crossref","unstructured":"Ehri L. C. Robbins C. (1992). Beginners need some decoding skill to read words by analogy. Reading Research Quarterly 27 12\u201326. https:\/\/doi.org\/10.2307\/747831","DOI":"10.2307\/747831"},{"key":"e_1_3_2_9_1","doi-asserted-by":"crossref","unstructured":"Eklund K. Torppa M. Aro M. Lepp\u00e4nen P. H. Lyytinen H. (2015). Literacy skill development of children with familial risk for dyslexia through grades 2 3 and 8. Journal of Educational Psychology 107(1) 126\u2013140. https:\/\/doi.org\/10.1037\/a0037121","DOI":"10.1037\/a0037121"},{"key":"e_1_3_2_10_1","unstructured":"Elom\u00e4ki T. Huolila R. Poskiparta E. Saranp\u00e4\u00e4 P. (1999). Kouluvalmiuden arviointi ryhm\u00e4ss\u00e4. Ryhm\u00e4tutkimuksen k\u00e4sikirja ja seurantatutkimus [Group assessment of school readiness. Handbook of group assessment and a follow-up study]. Social and Health Center."},{"key":"e_1_3_2_11_1","doi-asserted-by":"crossref","unstructured":"Fawcett T. (2006). An introduction to ROC analysis. Pattern Recognition Letters 27(8) 861\u20138874. https:\/\/doi.org\/10.1016\/j.patrec.2005.10.010","DOI":"10.1016\/j.patrec.2005.10.010"},{"key":"e_1_3_2_12_1","doi-asserted-by":"crossref","unstructured":"Geary D. C. (1993). Mathematical disabilities: Cognitive neuropsychological and genetic components. Psychological Bulletin 114 345\u2013362. https:\/\/doi.org\/10.1037\/0033-2909.114.2.345","DOI":"10.1037\/0033-2909.114.2.345"},{"key":"e_1_3_2_13_1","doi-asserted-by":"crossref","unstructured":"Geary D. C. Hoard M. K. Byrd-Craven J. Nugent L. Numtee C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development 78(4) 1343\u20131359. https:\/\/doi.org\/10.1111\/j.1467-8624.2007.01069.x","DOI":"10.1111\/j.1467-8624.2007.01069.x"},{"key":"e_1_3_2_14_1","doi-asserted-by":"crossref","unstructured":"Geary D. C. Hoard M. K. Nugent L. Bailey D. H. (2013). Adolescents\u2019 functional numeracy is predicted by their school entry number system knowledge. PLOS ONE 8(1) Article e54651. https:\/\/doi.org\/10.1371\/journal.pone.0054651","DOI":"10.1371\/journal.pone.0054651"},{"key":"e_1_3_2_15_1","doi-asserted-by":"crossref","unstructured":"Hakkarainen A. Holopainen L. Savolainen H. (2016). The impact of learning difficulties and socioemotional and behavioural problems on transition to postsecondary education or work life in Finland: A five-year follow-up study. European Journal of Special Needs Education 31(2) 1\u201317. https:\/\/doi.org\/10.1080\/08856257.2015.1125688","DOI":"10.1080\/08856257.2015.1125688"},{"key":"e_1_3_2_16_1","doi-asserted-by":"crossref","unstructured":"Hart S. A. Little C. van Bergen E. (2021). Nurture might be nature: Cautionary tales and proposed solutions. NPJ Science of Learning 6(2) 2. https:\/\/doi.org\/10.1038\/s41539-020-00079-z","DOI":"10.1038\/s41539-020-00079-z"},{"key":"e_1_3_2_17_1","doi-asserted-by":"crossref","unstructured":"Hawes Z. Ansari D. (2020). What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior. Psychonomic Bulletin & Review 27 465\u2013482. https:\/\/doi.org\/10.3758\/s13423-019-01694-7","DOI":"10.3758\/s13423-019-01694-7"},{"key":"e_1_3_2_18_1","unstructured":"Imbo I. Vandierendonck A. (2005). Development of strategy selection and strategy efficiency in simple arithmetic [Unpublished manuscript]. Ghent University."},{"key":"e_1_3_2_19_1","doi-asserted-by":"crossref","unstructured":"Kaufmann L. Pixner S. G\u00f6bel S. M. (2011). Finger usage and arithmetic in adults with math difficulties: Evidence from a case report. Frontiers in Psychology 2 Article 254. https:\/\/doi.org\/10.3389\/fpsyg.2011.00254","DOI":"10.3389\/fpsyg.2011.00254"},{"key":"e_1_3_2_20_1","doi-asserted-by":"crossref","unstructured":"Koponen T. Aro M. Poikkeus A.-M. Niemi P. Lerkkanen M.-K. Ahonen T. Nurmi J.-E. (2018). Comorbidity of difficulties in fluency of reading and arithmetic skills: Stability by grades. Exceptional Children 1 1\u201314. https:\/\/doi.org\/10.1177\/0014402918756269","DOI":"10.1177\/0014402918756269"},{"key":"e_1_3_2_21_1","first-page":"1","article-title":"Counting as a long-term predictor of mathematical performance","volume":"59","author":"Koponen T.","year":"2019","unstructured":"Koponen T., Aunola K., Nurmi J.-E. (2019). Counting as a long-term predictor of mathematical performance. Contemporary Educational Psychology, 59, 1\u20138. https:\/\/doi.org\/10.1016\/j.cedpsych.2019.101803","journal-title":"Contemporary Educational Psychology"},{"key":"e_1_3_2_22_1","unstructured":"Koponen T. Mononen R. (2010). The 2-minute multiplication fluency test [Unpublished]."},{"key":"e_1_3_2_23_1","doi-asserted-by":"crossref","unstructured":"Korpip\u00e4\u00e4 H. Koponen T. Aro M. Tolvanen A. Aunola K. Poikkeus A.-M. Lerkkanen M.-K. Nurmi J.-E. (2017). Covariation between reading and arithmetic skills from grade 1 to grade 7. Contemporary Educational Psychology 51 131\u2013140. https:\/\/doi.org\/10.1016\/j.cedpsych.2017.06.005","DOI":"10.1016\/j.cedpsych.2017.06.005"},{"key":"e_1_3_2_24_1","doi-asserted-by":"crossref","unstructured":"Kroesbergen E. H. Huijsmans M. D. E. Friso-van den Bos I. (2023). A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities. Review of Educational Research 93(5) 718\u2013755. https:\/\/doi.org\/10.3102\/00346543221132773","DOI":"10.3102\/00346543221132773"},{"key":"e_1_3_2_25_1","doi-asserted-by":"crossref","unstructured":"Kytt\u00e4l\u00e4 M. Lehto J. (2008). Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence. European Journal of Psychology of Education 23(1) 77\u201394. https:\/\/doi.org\/10.1007\/BF03173141","DOI":"10.1007\/BF03173141"},{"key":"e_1_3_2_26_1","doi-asserted-by":"crossref","unstructured":"Landerl K. Fussenegger B. Moll K. Willburger E. (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. Journal of Experimental Child Psychology 103(3) 309\u2013324. https:\/\/doi.org\/10.1016\/j.jecp.2009.03.006","DOI":"10.1016\/j.jecp.2009.03.006"},{"key":"e_1_3_2_27_1","doi-asserted-by":"crossref","unstructured":"Landerl K. Wimmer H. (2008). Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up. Journal of Educational Psychology 100(1) 150\u2013161. https:\/\/doi.org\/10.1037\/0022-0663.100.1.150","DOI":"10.1037\/0022-0663.100.1.150"},{"key":"e_1_3_2_28_1","doi-asserted-by":"crossref","unstructured":"Leinonen S. M\u00fcller K. Lepp\u00e4nen P. H. T. Aro M. Ahonen T. Lyytinen H. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading & Writing 14 265\u2013296. https:\/\/doi.org\/10.1023\/A:1011117620895","DOI":"10.1023\/A:1011117620895"},{"key":"e_1_3_2_29_1","unstructured":"Lerkkanen M.-K. Niemi P. Poikkeus A.-M. Poskiparta M. Siekkinen M. Nurmi J.-E. (2006). The first steps study [Alkuportaat] ongoing. University of Jyvaskyla."},{"key":"e_1_3_2_30_1","volume-title":"ARMI\u2014Lukuja kirjoitustaidon arviointimateriaali 1: Luokalle","author":"Lerkkanen M.-K.","year":"2006","unstructured":"Lerkkanen M.-K., Poikkeus A.-M., Ketonen R. (2006). ARMI\u2014Lukuja kirjoitustaidon arviointimateriaali 1: Luokalle. WSOY."},{"key":"e_1_3_2_31_1","author":"Lindeman J.","year":"2000","unstructured":"Lindeman J. (2000). ALLU reading test for primary school: Technical information. University of Turku Centre for Research on Learning.","journal-title":"ALLU reading test for primary school: Technical information"},{"key":"e_1_3_2_32_1","doi-asserted-by":"crossref","unstructured":"Manis F. R. Doi L. M. Bhadha B. (2000). Naming Speed Phonological Awareness and Orthographic Knowledge in Second Graders. Journal of Learning Disabilities 33(4) 325\u2013333. https:\/\/doi.org\/10.1177\/002221940003300405","DOI":"10.1177\/002221940003300405"},{"key":"e_1_3_2_33_1","doi-asserted-by":"crossref","unstructured":"Marks G. N. (2006). Are between- and within-school differences in student performance largely due to socio-economic background? Evidence from 30 countries. Educational Research 48(1) 21\u201340. https:\/\/doi.org\/10.1080\/00131880500498396","DOI":"10.1080\/00131880500498396"},{"key":"e_1_3_2_34_1","doi-asserted-by":"crossref","unstructured":"Nelson G. McMaster K. L. (2019). The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis. Journal of Educational Psychology 111(6) 1001\u20131022. https:\/\/doi.org\/10.1037\/edu0000334","DOI":"10.1037\/edu0000334"},{"key":"e_1_3_2_35_1","doi-asserted-by":"crossref","unstructured":"Nelson G. Powell S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities 51(6) 523\u2013539. https:\/\/doi.org\/10.1177\/0022219417714773","DOI":"10.1177\/0022219417714773"},{"key":"e_1_3_2_36_1","volume-title":"Sanaketjutesti","author":"Nevala J.","year":"2000","unstructured":"Nevala J., Lyytinen H. (2000). Sanaketjutesti [Differentiate word test]. Niilo M\u00e4ki Institute."},{"key":"e_1_3_2_37_1","doi-asserted-by":"crossref","unstructured":"Norton E. S. Wolf M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology 63 427\u2013452. http:\/\/doi.org\/10.1146\/annurev-psych-120710-100431","DOI":"10.1146\/annurev-psych-120710-100431"},{"key":"e_1_3_2_38_1","doi-asserted-by":"crossref","unstructured":"Psyridou M. Tolvanen A. Lerkkanen M. K. Poikkeus A. M. Torppa M. (2020). Longitudinal stability of reading difficulties: Examining the effects of measurement error cut-offs and buffer zones in identification. Frontiers in Psychology 10 Article 2841. https:\/\/doi.org\/10.3389\/fpsyg.2019.02841","DOI":"10.3389\/fpsyg.2019.02841"},{"key":"e_1_3_2_39_1","doi-asserted-by":"crossref","unstructured":"Psyridou M. Tolvanen A. Patel P. Khanolainen D. Lerkkanen M. K. Poikkeus A. M. Torppa M. (2022). Reading difficulties identification: A comparison of neural networks linear and mixture models. Scientific Studies of Reading 27(1) 39\u201366. https:\/\/doi.org\/10.1080\/10888438.2022.2095281","DOI":"10.1080\/10888438.2022.2095281"},{"key":"e_1_3_2_40_1","doi-asserted-by":"crossref","unstructured":"Pulkkinen J. Eklund K. Koponen T. Heikkil\u00e4 R. Georgiou G. Salminen J. Aro M. (2022). Cognitive skills self-beliefs and task interest in children with low reading and\/or arithmetic fluency. Learning and Individual Differences 97 102160. https:\/\/doi.org\/10.1016\/j.lindif.2022.102160","DOI":"10.1016\/j.lindif.2022.102160"},{"key":"e_1_3_2_41_1","doi-asserted-by":"crossref","unstructured":"Puolakanaho A. Ahonen T. Aro M. Eklund K. Lepp\u00e4nen P. H. T. Poikkeus A.-M. Lyytinen H. (2007). Very early phonological and language skills: Estimating individual risk of reading disability. Journal of Child Psychology and Psychiatry 48(9) 923\u2013931. https:\/\/doi.org\/10.1111\/j.1469-7610.2007.01763.x","DOI":"10.1111\/j.1469-7610.2007.01763.x"},{"key":"e_1_3_2_42_1","volume-title":"Diagnostic tests 3: Motivation, metacognition, and mathematics","author":"Salonen P.","year":"1994","unstructured":"Salonen P., Lepola J., Vauras M., Rauhanummi T., Lehtinen E., Kinnunen R. (1994). Diagnostic tests 3: Motivation, metacognition, and mathematics. Center for Learning Research, University of Turku."},{"key":"e_1_3_2_43_1","doi-asserted-by":"crossref","unstructured":"Schneider M. Beeres K. Coban L. Merz S. Susan Schmidt S. Stricker J. De Smedt B. (2017). Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: A meta-analysis. Developmental Science 20(30) Article e12372. https:\/\/doi.org\/10.1111\/desc.12372","DOI":"10.1111\/desc.12372"},{"key":"e_1_3_2_44_1","doi-asserted-by":"crossref","unstructured":"Shalev R. S. Gross-Tsur V. (2001). Developmental dyscalculia. Pediatric Neurology 24(5) 337\u2013342. http:\/\/doi.org\/10.1016\/s0887-8994(00)00258-7","DOI":"10.1016\/S0887-8994(00)00258-7"},{"key":"e_1_3_2_45_1","doi-asserted-by":"crossref","unstructured":"Shalev R. S. Manor O. Gross-Tsur V. (2005). Developmental dyscalculia: A prospective six-year follow-up. Developmental Medicine & Child Neurology 47(2) 121\u2013125. https:\/\/doi.org\/10.1017\/S0012162205000216","DOI":"10.1017\/S0012162205000216"},{"key":"e_1_3_2_46_1","doi-asserted-by":"crossref","unstructured":"Snowling M. J. Melby-Lerv\u00e5g M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin 142(5) 498\u2013545. http:\/\/doi.org\/10.1037\/bul000003","DOI":"10.1037\/bul0000037"},{"key":"e_1_3_2_47_1","doi-asserted-by":"crossref","unstructured":"Torppa M. Eklund K. van Bergen E. Lyytinen H. (2015). Late-emerging and resolving dyslexia: A follow-up study from age 3 to 14. Journal of Abnormal Child Psychology 43(7) 1389\u20131401. https:\/\/doi.org\/10.1007\/s10802-015-0003-1","DOI":"10.1007\/s10802-015-0003-1"},{"key":"e_1_3_2_48_1","doi-asserted-by":"crossref","unstructured":"Verhoeven L. Voeten M. van Setten E. Segers E. (2020). Computer-supported early literacy intervention effects in preschool and kindergarten: A meta-analysis. Educational Research Review 30 1\u201322. https:\/\/doi.org\/10.1016\/j.edurev.2020.100325","DOI":"10.1016\/j.edurev.2020.100325"},{"key":"e_1_3_2_49_1","doi-asserted-by":"crossref","unstructured":"Wang S. Hu B. Zhang X. (2021). Kindergarteners\u2019 spatial skills and their reading and math achievement in second grade. Early Childhood Research Quarterly 57 156\u2013166. https:\/\/doi.org\/10.1016\/j.ecresq.2021.06.002","DOI":"10.1016\/j.ecresq.2021.06.002"},{"key":"e_1_3_2_50_1","doi-asserted-by":"crossref","unstructured":"Willcutt E. G. McGrath L. M. Pennington B. F. Keenan J. M. DeFries J. C. Olson R. K. Wadsworth S. J. (2019). Understanding comorbidity between specific learning disabilities. New Directions for Child and Adolescent Development 2019(165) 91\u2013109. https:\/\/doi.org\/10.1002\/cad.20291","DOI":"10.1002\/cad.20291"},{"key":"e_1_3_2_51_1","doi-asserted-by":"crossref","unstructured":"Wilson A. J. Andrewes S. G. Struthers H. Rowe V. M. Bogdanovic R. Waldie K. E. (2015). Dyscalculia and dyslexia in adults: Cognitive bases of comorbidity. Learning and Individual Differences 37 118\u2013132. https:\/\/doi.org\/10.1016\/j.lindif.2014.11.017","DOI":"10.1016\/j.lindif.2014.11.017"},{"key":"e_1_3_2_52_1","doi-asserted-by":"crossref","unstructured":"Wimmer H. Mayringer H. (2002). Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. Journal of Educational Psychology 94(2) 272\u2013277. https:\/\/doi.org\/10.1037\/0022-0663.94.2.272","DOI":"10.1037\/0022-0663.94.2.272"},{"key":"e_1_3_2_53_1","volume-title":"Woodcock-Johnson Psycho-Educational Battery","author":"Woodcock R. W.","year":"1977","unstructured":"Woodcock R. W., Johnson M. B. (1977). Woodcock-Johnson Psycho-Educational Battery. Riverside Publishing."},{"key":"e_1_3_2_54_1","doi-asserted-by":"crossref","unstructured":"Zhang X. R\u00e4s\u00e4nen P. Koponen T. Aunola K. Lerkkanen M. Nurmi J. (2020). Early cognitive precursors of children\u2019s mathematics learning disability and persistent low achievement: A 5-year longitudinal study. Child Development 91(1) 7\u201327. https:\/\/doi.org\/10.1111\/cdev.13123","DOI":"10.1111\/cdev.13123"}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194241275644","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/00222194241275644","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/00222194241275644","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T06:41:16Z","timestamp":1777617676000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/00222194241275644"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,9,24]]},"references-count":53,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2025,5]]}},"alternative-id":["10.1177\/00222194241275644"],"URL":"https:\/\/doi.org\/10.1177\/00222194241275644","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[2024,9,24]]}}}