A Longitudinal Study of Mathematical Competencies in Children With Specific Mathematics Difficulties Versus Children With Comorbid Mathematics and Reading Difficulties

TLDR

Deficiencies in fact mastery and calculation fluency define mathematics difficulties, regardless of reading status. The study tracked 180 children aged 7–9 across four time points between second and third grade, categorizing them into MD‑only, MD‑RD, RD‑only, or normal achievement groups. Growth rates were similar across groups, but by third grade MD‑only children outperformed MD‑RD peers in problem solving, and both NA and RD‑only groups surpassed MD‑RD in most domains.

Abstract

Mathematical competencies of 180 children were examined at 4 points between 2nd and 3rd grades (age range between 7 and 9 years). Children were initially classified into one of 4 groups: math difficulties but normal reading (MD only), math and reading difficulties (MD-RD), reading difficulties but normal math (RD only), and normal achievement in math and reading (NA). The groups did not differ significantly in rate of development. However, at the end of 3rd grade the MD only group performed better than the MD-RD group in problem solving but not in calculation. The NA and RD only groups performed better than the MD-RD group in most areas. Deficiencies in fact mastery and calculation fluency, in particular, are defining features of MD, with or without RD.