Abstract
Individuals with comorbid disabilities in mathematics and reading face significant challenges in acquiring the componential skills related to each domain. Persons with these comorbid conditions are significantly understudied and this paucity of work limits how effective practitioners can be at addressing the needs of this population. In the United States, roughly 7% of all children suffer from math disability; of these, an estimated 17% to 66% also has a comorbid reading disability. Underspecification of current conceptualizations of math and reading disabilities, including how to best identify and classify individuals with one or more of these disabilities, hampers our efforts to intervene effectively. To conceptualize how to move forward in these areas, the Eunice Kennedy Shriver National Institute of Child Health and Human Development held a workshop focused on examining the etiology, classification, and remediation of comorbid math and reading disabilities. This special issue, titled At the Intersection of Math and Reading Disabilities, continues that discussion. Contributing authors articulate a path forward to address the needs of these learners and inform the foundational understanding of both conditions in isolation and as they interact.
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