Research graph
References from Arithmetic performance in children with typical and impaired literacy skills. Local targets link to admitted publications; unresolved targets remain external evidence.
Comorbidity between math and reading problems: Is phonological processing a mutual factor?
10.3389/fnhum.2020.577304 · 2021 · External reference
Rapid automatized naming and reading performance: a meta-analysis
10.1037/edu0000006 · 2015 · External reference
Cognitive predictors of reading-arithmetic associations and dissociations: a longitudinal study
10.1016/j.appdev.2025.101895 · 2025 · External reference
Visual attention span performance in German-speaking children with differential reading and spelling profiles: no evidence of group differences
10.1371/journal.pone.0198903 · 2018 · External reference
Cattell—horn—Carroll cognitive abilities and reading achievement
10.1177/0734282907301424 · 2008 · External reference
The development of arithmetical abilities
10.1111/j.1469-7610.2004.00374.x · 2005 · External reference
Common patterns of prediction of literacy development in different alphabetic orthographies
10.1177/0956797611434536 · 2012 · External reference
Where our number concepts come from
10.5840/jphil2009106418 · 2009 · External reference
Developmental dyslexia and the phonological deficit hypothesis
10.1111/mila.12050 · 2014 · External reference
Ending the reading wars: reading acquisition from novice to expert
10.1177/1529100618772271 · 2018 · External reference
Factors influencing work participation of adults with developmental dyslexia: a systematic review
10.1186/1471-2458-14-77 · 2014 · External reference
Phonological processing and arithmetic fact retrieval: evidence from developmental dyslexia
10.1016/j.neuropsychologia.2010.10.018 · 2010 · External reference
How is phonological processing related to individual differences in children’s arithmetic skills?
10.1111/j.1467-7687.2009.00897.x · 2010 · External reference
Number processing
1996 · External reference
Cerebral pathways for calculation: double dissociation between rote verbal and quantitative knowledge of arithmetic
10.1016/s0010-9452(08)70002-9 · 1997 · External reference
Unresolved reference
2005 · External reference
Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning
10.1080/10888438.2013.819356 · 2014 · External reference
Associations and dissociations in reading and spelling French: unexpectedly poor and good spellers
10.1348/000709909x421973 · 2009 · External reference
10.1006/cogp.2001.0760 · 2002 · Admitted local publication
Phonological awareness and rapid automatized naming predicting early development in reading and spelling: results from a cross-linguistic longitudinal study
10.1016/j.lindif.2010.10.005 · 2011 · External reference
Unresolved reference
2013 · External reference
Mathematics and learning disabilities
10.1177/00222194040370010201 · 2004 · External reference
Development of arithmetical competencies in Chinese and American children: influence of age, language, and schooling
10.2307/1131607 · 1996 · External reference
Computing the meanings of words in reading: cooperative division of labor between visual and phonological processes
10.1037/0033-295x.111.3.662 · 2004 · External reference
The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: a longitudinal study from second to fifth grades
10.1006/jecp.2000.2586 · 2001 · External reference
The demands of simple and complex arithmetic word problems on language and cognitive resources
10.3389/fpsyg.2021.727761 · 2021 · External reference
AB-3—associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?
10.1371/journal.pone.0285437 · 2023 · External reference
What makes an excellent reader? Short-term memory contrasts between two groups of children
10.3389/feduc.2023.1325177 · External reference
Phonology-independent general orthographic knowledge
10.1177/17470218211018438 · 2021 · External reference
Az írásbeliség nehézségeinek felismerése: Helyesírás- és Olvasásszűrés Szombathelyről. (HOSZSZ).
2026 · External reference
Unresolved reference
External reference
Reading and writing relations are not uniform: they differ by the linguistic grain size, developmental phase, and measurement
10.3102/00346543231178830 · 2024 · External reference
Naming speed and reading: from prediction to instruction
10.1598/rrq.45.3.4 · 2010 · External reference
Unresolved reference
2022 · External reference
Cognitive correlates of the covariance in reading and arithmetic fluency: importance of serial retrieval fluency
10.1111/cdev.13287 · 2020 · External reference
Counting and RAN: predictors of arithmetic calculation and reading fluency
10.1037/a0029285 · 2013 · External reference
Covariation between reading and arithmetic skills from grade 1 to grade 7
10.1016/j.cedpsych.2017.06.005 · 2017 · External reference
Early cognitive profiles predicting reading and arithmetic skills in grades 1 and 7
10.1016/j.cedpsych.2019.101830 · 2020 · External reference
Cognitive precursors of reading: a cross-linguistic perspective
10.1080/10888438.2021.1983820 · 2022 · External reference
Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency
10.1080/10888438.2018.1510936 · 2019 · External reference
Dyslexia and dyscalculia: two learning disorders with different cognitive profiles
10.1016/j.jecp.2009.03.006 · 2009 · External reference
Comorbidity of learning disorders: prevalence and familial transmission
10.1111/j.1469-7610.2009.02164.x · 2010 · External reference
How is reading related to working memory? A cross-sectional developmental perspective
10.1002/rrq.70019 · 2025 · External reference
Stability of reading and spelling difficulties
10.1007/s10212-026-01091-4 · 2026 · External reference
Unresolved reference
1989 · External reference
Learning correspondences between magnitudes, symbols and words: evidence for a triple code model of arithmetic development
10.1016/j.cognition.2018.11.016 · 2019 · External reference
The relationship between phonological processing and arithmetic in children with learning disabilities
10.1111/desc.13294 · 2023 · External reference
Stability of deficits in reading fluency and/or spelling
10.1080/10888438.2019.1659277 · 2020 · External reference
Double dissociation between reading and spelling deficits
10.1080/10888430903162878 · 2009 · External reference
Cognitive mechanisms underlying reading and spelling development in five European orthographies
10.1016/j.learninstruc.2013.09.003 · 2014 · External reference
Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls
10.1016/j.learninstruc.2015.03.004 · 2015 · External reference
Toward an improved understanding of dyslexia: reflections on a new consensus definition and its implications
10.1002/dys.70022 · 2026 · External reference
Unresolved reference
2021 · External reference
Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities
10.1146/annurev-psych-120710-100431 · 2012 · External reference
Phonology-based reading instruction to improve dyslexic students’ early reading ability
10.17509/ijal.v9i2.20242 · 2019 · External reference
Neurodevelopmental disorders: learning disorders
10.1002/9781118753378.ch46 · 2015 · External reference
Unresolved reference
2008 · External reference
Are specific learning disorders truly specific, and are they disorders?
10.1016/j.tine.2019.100115 · 2019 · External reference
Unraveling the links between rapid automatized naming (RAN), phonological awareness, and reading
10.1037/edu0000625 · 2021 · External reference
Unresolved reference
2016 · External reference
A distributed, developmental model of word recognition and naming
10.1037/0033-295x.96.4.523 · 1989 · External reference
Phonological recoding and self-teaching: sine qua non of reading acquisition
10.1016/0010-0277(94)00645-2 · 1995 · External reference
Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia
10.1002/dys.341 · 2008 · External reference
The association between arithmetic and reading performance in school: a meta-analytic study
10.1037/spq0000197 · 2017 · External reference
Evidence-based interventions for reading and language difficulties: creating a virtuous circle
10.1111/j.2044-8279.2010.02014.x · 2011 · External reference
Do we really need a new definition of dyslexia? A commentary
10.1007/s11881-024-00305-y · 2024 · External reference
Defining and understanding dyslexia: past, present and future
10.1080/03054985.2020.1765756 · 2020 · External reference
Language difficulties are a shared risk factor for both reading disorder and mathematics disorder
10.1016/j.jecp.2020.105009 · 2021 · External reference
Assessment of phonological awareness: review of methods and tools
10.1023/a:1016050412323 · 2002 · External reference
Predicting arithmetic abilities: the role of preparatory arithmetic markers and intelligence
10.1177/0734282908330587 · 2009 · External reference
Grade one single-digit addition strategies as predictors of grade four achievement in mathematics
10.1007/s10212-023-00761-x · 2024 · External reference
On the relationship between word reading ability and spelling ability
10.1007/s11145-024-10566-z · 2025 · External reference
Dyscalculia in early adulthood: implications for numerical activities of daily living
10.3390/brainsci12030373 · 2022 · External reference
The nature of phonological processing and its causal role in the acquisition of reading skills
10.1037/0033-2909.101.2.192 · 1987 · External reference
Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d’Ivoire
10.1111/cdev.14018 · 2024 · External reference
The relationship of phonemic awareness to reading acquisition: more consequence than precondition but still important
10.1016/0010-0277(91)90026-z · 1991 · External reference
The double-deficit hypothesis for the developmental dyslexias
10.1037/0022-0663.91.3.415 · 1999 · External reference
A brief research report on the efficacy of a RAN training in elementary school age children
10.3389/feduc.2024.1376434 · 2024 · External reference
Prevalence of developmental dyslexia in primary school children: a systematic review and meta-analysis
10.3390/brainsci12020240 · 2022 · External reference
Relations among phonological processing skills and mathematics in children: a meta-analysis
10.1037/edu0000710 · 2022 · External reference
The relationship between working memory and arithmetic in primary school children: a meta-analysis
10.3390/brainsci13010022 · 2022 · External reference
