Do Children With Comorbid Reading and Mathematics Difficulties Experience More Internalizing Problems?

IF 2.4 2区教育学 Q1 EDUCATION, SPECIAL

Journal of Learning Disabilities Pub Date : 2025-04-28 DOI:10.1177/00222194251335313

Ana Paula Alves Vieira, George K. Georgiou, Yuliya Kotelnikova

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Abstract

We examined whether children with comorbid reading (RD) and mathematics (MD) difficulties experience more internalizing problems (anxiety, depression, somatic complaints, and social withdrawal) than children without comorbidity. In addition, we examined whether any significant group differences are due to differences between groups in attention. Thirty-three children with RD (51.5% female; M age = 10.80 years), 35 with MD (60.0% female; M age = 10.79 years), 37 with comorbid RDMD (45.9% female; M age = 10.79 years), and 42 chronological-age (CA) controls (64.3% female; M age = 10.82 years) were assessed on reading, mathematics, general cognitive ability, and attention tasks. Their teachers also rated their anxiety, depression, somatic complaints, and social withdrawal. Results of analyses of variance showed that children with comorbid RDMD exhibited significantly higher levels of anxiety and depression compared only to the CA controls. However, after controlling for attention, these group differences were no longer significant. These findings suggest that children with comorbid RDMD may be at greater risk for anxiety and depression, although attention difficulties likely contribute to these differences.

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同时患有阅读和数学困难的儿童会经历更多的内化问题吗？

我们研究了患有阅读（RD）和数学（MD）共病的儿童是否比没有共病的儿童有更多的内化问题（焦虑、抑郁、躯体抱怨和社交退缩）。此外，我们检查了是否有任何显著的组间差异是由于组间的注意差异。RD患儿33例(女性51.5%；M年龄= 10.80岁)，35例MD(女性60.0%；年龄10.79岁)，37例合并RDMD(45.9%为女性；M年龄= 10.79岁)，42例时间年龄（CA）对照(64.3%女性；（年龄= 10.82岁）在阅读、数学、一般认知能力和注意力任务方面进行评估。他们的老师还对他们的焦虑、抑郁、身体不适和社交退缩进行了评分。方差分析的结果显示，与CA对照组相比，合并rdd的儿童表现出明显更高的焦虑和抑郁水平。然而，在控制了注意力之后，这些组间差异不再显著。这些发现表明，尽管注意力困难可能是造成这些差异的原因之一，但患有rmdd合并症的儿童患焦虑和抑郁的风险可能更大。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Learning Disabilities Multiple-

CiteScore

7.60

自引率

3.30%

发文量

期刊介绍： The Journal of Learning Disabilities (JLD), a multidisciplinary, international publication, presents work and comments related to learning disabilities. Initial consideration of a manuscript depends upon (a) the relevance and usefulness of the content to the readership; (b) how the manuscript compares to other articles dealing with similar content on pertinent variables (e.g., sample size, research design, review of literature); (c) clarity of writing style; and (d) the author"s adherence to APA guidelines. Articles cover such fields as education, psychology, neurology, medicine, law, and counseling.