Robin L. Peterson|Richard Boada|Lauren M. McGrath|Erik G. Willcutt|Richard K. Olson|Bruce F. Pennington
Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences
Children's Hospital Colorado|Children's Hospital Colorado|American University|University of Colorado Boulder|University of Colorado Boulder|University of Denver
current study tested multiplecognitive predictor model word reading math ability attention communitybased sample twins ages 8 16 years n 636 objective identify cognitive predictors unique skill domain well cognitive predictors shared among skills could help explain overlap thus help illuminate basis comorbidity related disorders reading disability math disability attention deficit hyperactivity disorder results indicated processing speed contributes overlap reading attention well math attention whereas verbal comprehension contributes overlap reading math evidence executive functioning skills help account covariation among skill domains instead specific executive functions differentially related certain outcomes ie working memory math inhibition attention explored whether model varied younger versus older children found minor differences results interpreted within context multiple deficit framework neurodevelopmental disorders