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  Neural signatures of co-occurring reading and mathematical difficulties

Skeide, M. A., Evans, T. M., Mei, E. Z., Abrams, D. A., & Menon, V. (2018). Neural signatures of co-occurring reading and mathematical difficulties. Developmental Science, 21(6): e12680. doi:10.1111/desc.12680.

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Skeide, Michael A.1, 2, Author           
Evans, Tanya M.1, Author
Mei, Edward Z.1, Author
Abrams, Daniel A.1, Author
Menon, Vinod1, 3, 4, Author
1Department of Psychiatry and Behavioral Sciences, Center for Interdisciplinary Brain Sciences Research, Stanford University School of Medicine, CA, USA, ou_persistent22              
2Department Neuropsychology, MPI for Human Cognitive and Brain Sciences, Max Planck Society, Leipzig, DE, ou_634551              
3Department of Neurology and Neurological Sciences, Stanford University School of Medicine, CA, USA, ou_persistent22              
4Wu Tsai Neurosciences Institute, Stanford University, CA, USA, ou_persistent22              


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 Abstract: Impaired abilities in multiple domains is common in children with learning difficulties. Co-occurrence of low reading and mathematical abilities (LRLM) appears in almost every second child with learning difficulties. However, little is known regarding the neural bases of this combination. Leveraging a unique and tightly controlled sample including children with LRLM, isolated low reading ability (LR), and isolated low mathematical ability (LM), we uncover a distinct neural signature in children with co-occurring low reading and mathematical abilities differentiable from LR and LM. Specifically, we show that LRLM is neuroanatomically distinct from both LR and LM based on reduced cortical folding of the right parahippocampal gyrus, a medial temporal lobe region implicated in visual associative learning. LRLM children were further distinguished from LR and LM by patterns of intrinsic functional connectivity between parahippocampal gyrus and brain circuitry underlying reading and numerical quantity processing. Our results critically inform cognitive and neural models of LRLM by implicating aberrations in both domain-specific and domain-general brain regions involved in reading and mathematics. More generally, our results provide the first evidence for distinct multimodal neural signatures associated with LRLM, and suggest that this population displays an independent phenotype of learning difficulty that cannot be explained simply as a combination of isolated low reading and mathematical abilities.


Language(s): eng - English
 Dates: 2017-11-132018-03-232018-06-19
 Publication Status: Published online
 Pages: -
 Publishing info: -
 Table of Contents: -
 Rev. Type: Peer
 Identifiers: DOI: 10.1111/desc.12680
PMID: 29920856
PMC: PMC6347422
Other: Epub 2018
 Degree: -



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Funding program : -
Funding organization : Max Planck Society
Project name : -
Grant ID : F32 HD080367 ; K01 MH102428 ; HD059205 ; MH084164
Funding program : -
Funding organization : National Institutes of Health (NIH)
Project name : -
Grant ID : UL1 TR001085
Funding program : Stanford NIH‐NCATS‐CTSA Grant
Funding organization : Stanford Child Health Research Institute

Source 1

Title: Developmental Science
  Other : Dev. Sci.
Source Genre: Journal
Publ. Info: Oxford, UK : Blackwell
Pages: - Volume / Issue: 21 (6) Sequence Number: e12680 Start / End Page: - Identifier: ISSN: 1363-755X
CoNE: https://pure.mpg.de/cone/journals/resource/963018343339