A Neuroeducational Approach to Defining the Cognitive Profile of Comorbid Math and Reading Disabilities

It appears your Web browser is not configured to display PDF files. Download adobe Acrobat or click here to download the PDF file.

Click here to download the PDF file.


Grant, Jeremy Galen




The neuroanatomical substrates that underlie dyslexia-dyscalculia comorbidity have not yet been reliably identified. We developed a novel neuroeducational approach to bridge the corresponding concepts on learning disabilities in the neuropsychological and psychoeducational fields. First, we assessed the cognitive profiles of individuals with reading, mathematical and both disabilities. Second, we performed a systematic review of the neuroanatomical substrates of dyslexia and dyscalculia. Third, we mapped the cognitive profiles to their neuroanatomical substrates. The comorbid group exhibited reading deficits which are associated with atypical function at the left inferior frontal and left fusiform gyri; they also exhibited deficits in quantitative reasoning, associated with a atypical function of the bilateral intraparietal sulci. Further deficits related to verbal working memory and semantic memory were exclusive to the comorbid group. Impaired phonological, numerical, semantic, and working memory processes may be associated with atypical function of the left angular gyrus in both reading and mathematical disabilities.


Psychology - Cognitive
Education - Tests and Measurements




Carleton University

Thesis Degree Name: 

Master of Science: 

Thesis Degree Level: 


Thesis Degree Discipline: 


Parent Collection: 

Theses and Dissertations

Items in CURVE are protected by copyright, with all rights reserved, unless otherwise indicated. They are made available with permission from the author(s).