Neurobiological Underpinnings of Math and Reading Learning Disabilities

Autor/inn/en	Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod
Titel	Neurobiological Underpinnings of Math and Reading Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 46 (2013) 6, S.549-569 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413483174
Schlagwörter	Learning Disabilities; Neurosciences; Comorbidity; Reading Difficulties; Mathematical Aptitude; Experimental Psychology; Literature Reviews; Meta Analysis; Educational Theories; Cognitive Processes; Neurological Organization; Neurolinguistics; Reading Skills; Mathematics Skills; Etiology + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Neuroscience; Neurowissenschaften; Neurowissenschaft; Reading difficulty; Leseschwierigkeit; Experimentelle Psychologie; Meta-analysis; Metaanalyse; Educational theory; Theory of education; Bildungstheorie; Cognitive process; Kognitiver Prozess; Neurolinguistisches Programmieren; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ätiologie
Abstract	The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in each domain. Next we review functional imaging studies of MD and RD in children, integrating relevant theories from experimental psychology and cognitive neuroscience to characterize the functional neuroanatomy of cognitive dysfunction in MD and RD. We then review recent research on the anatomical correlates of MD and RD. Converging evidence from morphometry and tractography studies are presented to highlight distinct patterns of white matter pathways which are disrupted in MD and RD. Finally, we examine how the intersection of MD and RD provides a unique opportunity to clarify the unique and shared brain systems which adversely impact learning and skill acquisition in MD and RD, and point out important areas for future work on comorbid learning disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10