Kristina Moll|Sarah Kunze|Nina Neuhoff|Jennifer Bruder|Gerd Schulte?Körne
Specific Learning Disorder: Prevalence and Gender Differences
Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München|Ludwig-Maximilians-Universität München
comprehensive models learning disorders consider isolated learning disorders affect one learning domain well comorbidity learning disorders however empirical evidence comorbidity rates including three learning disorders defined dsm5 deficits reading writing mathematics scarce current study assessed prevalence rates gender ratios isolated well comorbid learning disorders representative sample 1633 german speaking children 3rd 4th grade prevalence rates analysed isolated well combined learning disorders different deficit criteria including criterion normal performance comorbid learning disorders occurred frequently isolated learning disorders even stricter cutoff criteria applied relative proportion isolated combined disorders change including criterion normal performance reading spelling deficits differed respect association arithmetic problems deficits arithmetic cooccurred often deficits spelling deficits reading addition comorbidity rates arithmetic reading decreased applying stricter deficit criteria stayed high arithmetic spelling irrespective chosen deficit criterion findings suggest processes underlying relationship arithmetic reading might differ underlying relationship arithmetic spelling respect gender ratios boys girls showed spelling deficits girls impaired arithmetic gender differences observed isolated reading problems combination three learning disorders implications findings assessment intervention learning disorders discussed