![]() ![]() The study shows for the first time that, as previously shown for reading, also numerical performance can be explained with reference to a global factor. These relationships were constant across the four groups of children but differed in terms of slope and intercept on the x-axis, indicating that two different general rules underlie performance in reading and numerical skills. As predicted by the DEM, increases in task difficulty were accompanied by a corresponding increase in inter-individual variability for both the reading and numerical tasks. Results indicated that the deficit of children with dyscalculia and children with a mixed pattern on numerical tasks could be explained by a single global factor, similarly to the reading deficit shown by children with dyslexia. Children were asked to read aloud words presented individually that varied for frequency and length and to respond (either vocally or manually) to a series of simple number tasks (addition, subtraction, number reading, and number comparisons). From a sample of 325 fifth grade children, we identified 5 children with dyslexia, 16 with dyscalculia, 7 with a “mixed pattern,” and 49 control children. ![]() The study examined whether developmental deficits in reading and numerical skills could be expressed in terms of global factors by reference to the rate and amount (RAM) and difference engine (DEM) models. 3Neuropsychological Unit, IRCCS Santa Lucia Foundation, Rome, Italy.2Department of Psychology, Sapienza University of Rome, Rome, Italy.1Faculty of Educational Sciences, Niccolò Cusano University, Rome, Italy. ![]() Gloria Di Filippo 1* and Pierluigi Zoccolotti 2,3* ![]()
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