Many children show disorders in the development of both reading and arithmetic, in spite of good cognitive skills. The prevalence and causal factors of this comorbidity are as yet unknown. Sometimes, common deficits in semantic memory or verbal working memory are assumed, however, empirical evidence does not consistently confirm these views. Recent findings suggest that the two disorders are independent at a neurocognitive level. Deficits in the development of reading and spelling skills are generally seen as a consequence of deficits in phonological processing. Current conceptions of deficits in the development of arithmetic skills assume that these are caused by deficits in the basic processing of numbers.
- Deficits in basic number processing
- Phonological processing