Nonverbal Reasoning Research Articles

The association between non-symbolic number comparison and mathematical abilities depends on fluency.

Numerous studies have explored the correlation between non-symbolic number comparison and mathematical abilities in children, but the results have been inconsistent. The underlying mental processing featuring fluency may affect the correlation. The current study tested the fluency hypothesis that non-symbolic number comparison is associated with mathematical fluency in the development of mathematical ability. Non-symbolic number comparison, arithmetic computation, mathematical reasoning, non-symbolic number estimation, symbolic number comparison, and a series of basic cognitive processing tasks, including mental rotation, non-verbal matrix reasoning, and choice reaction time, were administered to 1072 first- to fourth-grade children. The results show that non-symbolic number comparison (measured via numerosity comparison) was the only independent predictor of arithmetic computation in higher grades, even after controlled for age, gender, basic cognitive processing, non-symbolic number estimation (measured via numerosity estimation), and symbolic number comparison (measured via digit comparison). However, it did not correlate with mathematical reasoning in any grade. These findings support the fluency hypothesis for developmental correlation between non-symbolic number comparison and mathematical abilities. That is, non-symbolic number comparison correlates with mathematical ability featuring fluency.

Judging intentionality in the context of ambiguous actions among autistic adults

BackgroundDiscerning intentional from unintentional actions is a key aspect of social cognition. Mental state attribution tasks show that autistic people are less accurate than neurotypicals in attributing an agent’s intention when there is clearly a right answer. Little is known about how autistic people judge the intentionality of ambiguous actions (i.e., actions that are neither clearly intentional nor clearly unintentional). AimsThis study sought to find out whether autistic individuals differ in their interpretation of ambiguous action compared to neurotypical controls. Methods and procedures20 autistic and 20 neurotypical adults completed an ambiguous action and theory of mind task. Autistic traits, verbal reasoning and non-verbal perceptual reasoning ability were measured. Outcomes and resultsResults show that intentionality endorsement scores for ambiguous but prototypically accidental actions were higher in autistic participants than controls. Theory of Mind (ToM) scores did not correlate with intentionality endorsement scores in either group therefore group differences could not be explained by ToM ability. Conclusion and implicationsAutistic participants had a tendency to over-attribute intention compared to neurotypicals, which could not be explained by ToM ability. Studying ambiguous action is important with respect to ecological validity, given that we often face ambiguous actions during social encounters.

QOL-22. Neurocognitive performance in survivors of pediatric brain tumors with neurocutaneous syndromes

Abstract BACKGROUND: Pediatric brain tumors (PBT) in children with neurocutaneous syndromes are typically low-grade and survival rates are close to 100%. Neurocutaneous syndromes are associated with neurocognitive and behavioral problems, and a diagnosis of brain tumor adds to the total neurocognitive burden. The aim of this study was to describe neurocognitive performance in survivors of PBT with a neurocutaneous syndrome and to find associated factors. METHOD: Neurocognitive data (verbal and non-verbal reasoning, cognitive processing speed, working memory, and executive function) on 20 survivors of brain tumors with neurocutaneous syndromes were collected from medical logs. Results were converted to z-scores (m=0, sd=1) using age-adjusted national norms. Generalized linear models were built to find factors associated with neurocognitive performance. Most survivors had received several assessments and all assessments were added to the model together with time since diagnosis at assessment. RESULTS: Seventeen of the survivors (85%) had undergone 1-3 assessments and 3 survivors had undergone 4-5 assessments. Six survivors (30%) had a diagnosis of intellectual disability, and neurocognitive scores were low at all assessment points: average z-score across all datapoints(sd): verbal reasoning -1.1(1.2); non-verbal reasoning -1.2(0.9); working memory -1.9(0.7); cognitive processing speed -1.0 (1.0); executive function -0.6 (1.0)). Factors associated with worse neurocognitive performance were young age at brain tumor diagnosis, larger tumors, epilepsy, and longer time span between diagnosis and assessment. CONCLUSIONS: Survivors of PBT with neurocutaneous syndromes are at risk for neurocognitive deficits that might worsen over time. These survivors need personalized neurocognitive follow-up. When examining neurocognitive performance and associated factors in survivors of PBT special consideration needs to be taken to survivors with neurocutaneous syndrome since these survivors receive limited cancer treatment and still have neurocognitive deficits.

The significance of nonverbal performance in children with developmental language disorder

ABSTRACT Nonverbal deficits are frequently reported in children with developmental language disorder (DLD). In the new diagnostic criteria of DLD, the previous requirement of normal nonverbal performance has been removed and children with below average and even weak nonverbal skills now fit under the DLD definition. However, the significance of the nonverbal cognitive level, and the connection between nonverbal and verbal skills in these children diagnosed according to the new DLD classification is unclear. In the present study, the significance of nonverbal cognitive level on verbal performance was investigated among preschool-aged children with remarkable deficits in language development. Verbal skills were compared between average, below average, and weak nonverbal cognitive level groups. The connection between nonverbal and verbal skills was evaluated with Pearson correlations, and the covariance structure of the subtests used was modeled with Structural Modelling. The connection between nonverbal cognitive level and verbal skills was clear; weaker nonverbal cognitive levels were associated with lower verbal skills. While receptive language skills and verbal short-term-memory (STM) were the most profound weaknesses, relative strengths emerged for each nonverbal cognitive level group in fluid intelligence, especially in nonverbal reasoning tasks without time limits. In addition, fluid intelligence was strongly linked to verbal understanding and reasoning. These results suggest that the relative strength in nonverbal fluid intelligence with specific weaknesses in receptive language, verbal understanding, and verbal STM could be used as basic factors differentiating children with DLD from those with intellectual disability.

Case Series: Neurobehavioral Profile of Adolescents with PTEN Hamartoma Tumor Syndrome.

PTEN Hamartoma Tumor Syndrome (PHTS) is a rare genetic condition caused by germline mutations in the phosphatase and tensin homologue (PTEN) gene with a phenotype that includes macrocephaly, cancer predisposition, developmental delay, increased risk for autism spectrum disorder (ASD), and learning difficulties. Studies characterizing neurobehavioral profiles are limited. This single-site, retrospective case series was completed in children who have PHTS followed in a cancer predisposition clinic. Demographic and clinical, data were abstracted from the medical record for 12 patients (mean age at clinic entry = 8.83 years; 42% female). Neuropsychological data were abstracted for 3 of 12 patients that were referred for testing (17-year-old female with attention-deficit/hyperactivity disorder [ADHD]; 15-year-old male with academic concerns and ASD, 12-year-old male with academic concerns). Of the 12 patients, macrocephaly was present in 100%, 58% had developmental delays during early childhood, and 17% had an ASD diagnosis. Results from neuropsychological testing showed Borderline to Average range global intellectual functioning (Standard Score range: 77 to 95) along with deficits in non-verbal reasoning, visual-motor integration, math achievement, and caregiver-rated adaptive skills. Individuals with PHTS may present with cognitive difficulties that impact everyday functioning, with or without a neurodevelopmental diagnosis. Routine neurocognitive assessment should be considered in management guidelines.

Children’s knowledge of superordinate words predicts subsequent inductive reasoning

Children’s early language knowledge—typically assessed using standardized word comprehension tests or through parental reports—has been positively linked to a variety of later outcomes, from reasoning tests to academic performance to income and health. To better understand the mechanisms behind these links, we examined whether knowledge of certain “seed words”—words with high inductive potential—is positively associated with inductive reasoning. This hypothesis stems from prior work on the effects of language on categorization suggesting that certain words may be important for helping people to deploy categorical hypotheses. Using a longitudinal design, we assessed 36 2- to 4-year-old children’s knowledge of 333 words of varying levels of generality (e.g., toy vs. pinwheel, number vs. five). We predicted that adjusting for overall vocabulary, knowledge of more general words (e.g., toy, number) would predict children’s performance on inductive reasoning tasks administered 6 months later (i.e., a subset of the Stanford–Binet Intelligence Scales for Early Childhood–Fifth Edition [SB-5] and Woodcock–Johnson Tests of Cognitive Abilities [WJ] concept formation tasks). This prediction was confirmed for one of the measures of inductive reasoning (i.e., the SB-5 but not the WJ) and notably for the task considered to be less reliant on language. Although our experimental design demonstrates only a correlational relationship between seed word knowledge and inductive reasoning ability, our results are consistent with the possibility that early knowledge of certain seed words facilitates performance on putatively nonverbal reasoning tasks.

Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia.

Developmental dyslexia is a specific learning condition characterized by severe and persistent difficulties in written word recognition, decoding and spelling that may impair both text reading fluency and text reading comprehension. Despite this, some adults with dyslexia successfully complete their university studies even though graduating from university involves intensive exposure to long and complex texts. This study examined the cognitive skills underlying both text reading comprehension and text reading fluency (TRF) in a sample of 54 university students with dyslexia and 63 university students without dyslexia, based on a set of tests adapted for an adult population, including listening comprehension, word reading, pseudoword reading (i.e., decoding), phonemic awareness, spelling, visual span, reading span, vocabulary, non-verbal reasoning, and general knowledge. The contribution of these skills to text reading fluency and text reading comprehension was examined using stepwise multiplicative linear regression analyses. As far as TRF is concerned, a regression model including word reading, pseudoword reading and spelling best fits the data, while a regression model including listening comprehension, general knowledge and vocabulary best fits the data obtained for text reading comprehension. Overall, these results are discussed in the light of the current literature on adults with dyslexia and both text reading fluency and text reading comprehension.

Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties.

This study investigated the presence of word reading difficulties in a sample of students in Grades 1-4 (n = 357) identified with language and reading comprehension difficulties. This study also examined whether distinct word reading and listening comprehension profiles emerged within this sample and the extent to which these groups varied in performance on cognitive and demographic variables. Findings showed that the majority of students (51%) with language and reading comprehension difficulties demonstrated significant risk in word reading (more than 1 SD below the mean), even though the participant screening procedures did not examine word reading directly. Three latent profiles emerged when students were classified into subgroups based on their performance in listening comprehension (LC) and word reading (WR): (1) severe difficulties in LC and moderate difficulties in WR (11%), (2) mild difficulties in both LC and WR (50%), and (3) moderate difficulties in LC and mild difficulties in WR (39%). Of note, even though students were identified for participation on the basis of poor oral language and reading comprehension abilities, all profiles demonstrated some degree of word reading difficulties. Findings revealed there were differences in age and performance on measures of working memory, nonverbal reasoning, and reading comprehension performance between profiles. Implications for educators providing instruction to students with or at risk for dyslexia and developmental language disorders were discussed.

Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort

ABSTRACT Previous research has shown that cognitive development is sensitive to socio-economic status (SES) and multilinguistic experiences. However, these effects are difficult to disentangle and SES may modulate the effects of multilingualism. The present study used data from a large cohort of pupils who took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP) at ages 11–12 (T1) and 13–15 years old (T2). Cognitive measures were derived from tasks of cognitive flexibility, verbal, spatial and visuo-spatial working memory, speech processing and non-verbal reasoning. Using SES information collected through questionnaires (school type, level of deprivation, parental education and occupation), the sample was clustered into high/medium/low SES groups. Comparisons focused on 517 monolingual and 329 multilingual pupils in the high/low SES groups. Having controlled for multiple comparisons, the results indicated a significant beneficial effect of bilingualism in measures of working memory, visuo-spatial processing and non-verbal reasoning. These effects were present in both high and low SES individuals and sustained at both times of development, with a particularly significant improvement of working memory abilities in low SES bilinguals at T2 as compared to monolingual peers. Theoretical and practical implications of these findings are considered and guidance for educators is discussed.

ABCs and 123s: A large birth cohort study examining the role of the home learning environment in early cognitive development

The aim of this study was to examine the role of different types of home learning activities, such as reading, singing, painting, playing games, and letters and numbers (ABCs and 123 s), in the development of nonverbal reasoning skills in young children. Although much previous research has focused on the role of the home learning environment in the development of language and numeracy skills, few studies have explored other aspects of cognitive development such as nonverbal reasoning. The data were drawn from the Growing Up in Ireland study, a nationally representative longitudinal birth cohort study. We examined whether learning activities were associated with scores on standardized nonverbal reasoning and vocabulary tests of the British Ability Scales in a sample of 9793 3-year-old children. The regression models also controlled for other factors that potentially influence cognitive development such as the parent–child relationship and maternal education. The findings indicate that activities such as reading, games, and painting/drawing have a small but statistically significant association with nonverbal reasoning scores, as well as with vocabulary scores, even after controlling for other factors in the model. Teaching the alphabet or numbers did not make significant contributions to the model. The findings of the study highlight the importance of considering the role of different types of home learning activities, as well as other environmental factors, in different aspects of cognitive development. We consider the implications of the findings for theories of cognitive development and for supporting cognitive development in young children.

Personality traits, mental abilities and other individual differences: Monozygotic female twins raised apart in South Korea and the United States

Twins reared apart are rare, especially twins raised in different countries and cultures. This report documents the behavioral, physical, and medical similarities and differences of monozygotic female cotwins, raised separately by an adoptive family in the United States and the biological family in South Korea. Similarities were evident in personality, self-esteem, mental health, job satisfaction and medical life history, consistent with genetic influence found by the Minnesota Study of Twins Reared Apart and related studies. An overall twin correlation across thirty-eight measures was r = 0.95, p < .001. In contrast with previous research, the twins' general intelligence and non-verbal reasoning scores showed some marked differences. Adding these cases to the psychological literature enhances understanding of genetic, cultural, and environmental influences on human development.

A distinct cognitive profile in individuals with 3q29 deletion syndrome.

3q29 deletion syndrome is associated with mild to moderate intellectual disability as well as comorbid psychopathology such as ADHD, anxiety, ASD and schizophrenia. A greater understanding of specific profiles that could increase risk for psychopathology is necessary in order to best understand and support individuals with 3q29 deletion syndrome. The goal of this study was to thus carefully outline the strengths and weaknesses of these individuals. A second goal was to ask whether the cognitive impact of the deletion predicted psychopathology in other domains. We systematically evaluated cognitive ability, adaptive behaviour and psychopathology in 32 individuals with the canonical 3q29 deletion using gold-standard instruments and a standardised phenotyping protocol. Mean full scale IQ was 73 (range 40-99). Verbal subtest score (mean 80, range 31-106) was slightly higher and had a greater range than non-verbal subtest score (mean 75, range 53-98). Spatial ability was evaluated in a subset (n=24) and was lower than verbal and non-verbal ability (mean 71, range 34-108). There was an average 14-point difference between verbal and non-verbal subset scores; 60% of the time the verbal subset score was higher than the non-verbal subset score. Study subjects with a verbal ability subtest score lower than the non-verbal subtest score were four times more likely to have a diagnosis of intellectual disability (suggestive, P value 0.07). The age at which a child first spoke two-word phrases was strongly associated with measures of verbal ability (P value 2.56e-07). Cognitive ability was correlated with adaptive behaviour measures (correlation 0.42, P value 0.02). However, although group means found equivalent scores, there was, on average, a 10-point gap between these skills (range -33 to 33), in either direction, in about 50% of the sample, suggesting that cognitive measures only partially inform adaptive ability. Cognitive ability scores did not have any significant relationship to cumulative burden of psychopathology nor to individual neurodevelopmental or psychiatric diagnoses. Individuals with 3q29 deletion syndrome have a complex pattern of cognitive disability. Two-thirds of individuals with the deletion will exhibit significant strength in verbal ability; this may mask deficits in non-verbal reasoning, leading to an overestimation of overall ability. Deficits in verbal ability may be the driver of intellectual disability diagnosis. Cognitive ability is not a strong indicator of other neurodevelopmental or psychiatric impairment; thus, individuals with 3q29 deletion syndrome who exhibit IQ scores within the normal range should receive all recommended behavioural evaluations.

Linguistic profiles of variants of primary progressive aphasia

BackgroundSeveral subtypes of primary progressive aphasia (PPA) have been proposed. Most reports use small samples, and few have included Spanish-speaking participants. AimTo analyze the language profile and nonlinguistic deficits in a large sample of PPA Spanish monolingual participants. Method177 individuals were diagnosed with PPA in a sample consisting of 69 men and 108 women (Mage = 66.40 years, SD = 9.30). The participants were assessed using the Spanish versions of the Western Aphasia Battery Revised (SWAB-R) and the Boston Diagnostic Aphasia Examination (SBDAE). Non-verbal reasoning was evaluated with the Raven's Colored Progressive Matrices. Results41.8% of the sample met the criteria for the logopenic variant (lvPPA), while 28.2% met the criteria for semantic (svPPA), 15.3% for lexical (lxvPPA), and 14.7% for nonfluent/agrammatic (nfvPPA) variants. Language difficulties were similar in all variants except for lxvPPA. Scores on Spontaneous Language, Auditory Comprehension, Repetition, and Naming were significantly higher for the lxvPPA group. Raven's Colored Progressive Matrices scores were significantly lower in lvPPA. Years of education correlated with all test scores, while age was negatively associated with naming. When the PPA variants were classified according to the traditional aphasia classification, discrepancies were evident. Furthermore, the most frequent type of aphasia was Amnesic, while the least frequent was Wernicke's aphasia. ConclusionThe SWAB-R is useful in describing the clinical characteristics of aphasia for each variant of PPA, but quantitative scores from this battery are not capable of distinguishing between variants of PPA, with the exception of lxvPPA.

Mutualistic coupling of vocabulary and non-verbal reasoning in children with and without language disorder.

Mutualism is a developmental theory that posits positive reciprocal relationships between distinct cognitive abilities during development. It predicts that abilities such as language and reasoning will influence each other's rates of growth. This may explain why children with Language Disorders also tend to have lower than average non‐verbal cognitive abilities, as poor language would limit the rate of growth of other cognitive skills. The current study tests whether language and non‐verbal reasoning show mutualistic coupling in children with and without language disorder using three waves of data from a longitudinal cohort study that over‐sampled children with poor language at school entry (N = 501, 7–13 years). Bivariate Latent Change Score models were used to determine whether early receptive vocabulary predicted change in non‐verbal reasoning and vice‐versa. Models that included mutualistic coupling parameters between vocabulary and non‐verbal reasoning showed superior fit to models without these parameters, replicating previous findings. Specifically, children with higher initial language abilities showed greater growth in non‐verbal ability and vice versa. Multi‐group models suggested that coupling between language and non‐verbal reasoning was equally strong in children with language disorder and those without. This indicates that language has downstream effects on other cognitive abilities, challenging the existence of selective language impairments. Future intervention studies should test whether improving language skills in children with language disorder has positive impacts on other cognitive abilities (and vice versa), and low non‐verbal IQ should not be a barrier to accessing such intervention.

Spatial abilities associated with open math problem solving

AbstractOpen math problem solving is critical to help students deepen the understanding and promote transfer of mathematics knowledge. However, the cognitive mechanism for open math problem solving, particularly the role of spatial abilities, has not been paid enough attention. This study recruited 192 junior middle school students (14.30 ± 0.48 years old). Results showed that both spatial visualisation (measured by paper folding) and spatial working memory (measured by spatial 2‐back) significantly associated with open math problem solving with controlled variables including age, sex, nonverbal matrix reasoning, and arithmetic principles. Moreover, spatial working memory was more associated with easy open math problem solving, while spatial visualisation more associated with difficult open math problem solving. These findings suggested that as the difficulty of open math problems increased, the construction of problem space mattered more than retaining and updating problem space in open math problem solving.

The impact of nomophobia and smartphone presence on fluid intelligence and attention

Nomophobia and even simply the presence of smartphones has an impact on attention and performance, likely through the cognitive mechanism of reduced working memory capacity. When a smartphone, a personally relevant stimulus, is present, working memory capacity is utilized leading to a reduction in the ability to inhibit responses and therefore difficulty with complex attentional tasks. With the increase in smartphone ownership, especially among young adults in developing nations and their proliferation in undergraduate classrooms, it becomes important to understand their cognitive impact in this demographic of users. Therefore, this study evaluated the impact of the presence of undergraduate students’ smartphones on their performance on a non-verbal reasoning task, as well as a series of simple to complex attentional tasks. A total of 154 Pakistani undergraduate students participated in this study. Results demonstrated that the presence or absence of the students’ smartphones did not affect fluid non-verbal intelligence or simple attentional tasks. However, the level of fear of being without their smartphone was correlated with non-verbal fluid intelligence and simple attention. Importantly, when the students’ smartphones were present, they experienced difficulty with a more complex attentional task, regardless of the level of nomophobia. Given the need for fluid reasoning and the complex nature of most material covered within the undergraduate classroom context, this finding indicates a need for education about the detrimental nature of smartphone presence on complex attention, as well as the relationship between nomophobia and fluid reasoning and attention. Implications also include a need for institutional policies clarifying appropriate use of smartphones in the classroom.

Haemoglobin Concentration and Cognitive Ability in the Aberdeen Children of the 1950s.

IntroductionHaemoglobin concentrations decrease with age. Abnormally low and high haemoglobin concentrations are associated with reduced cognition; however, the evidence for these associations in cohort data is limited. This study aims to assess the relationship between haemoglobin concentration and cognition in a well-characterised cohort of older adults.MethodsTwo hundred and fifty-two healthy participants were drawn from the Aberdeen Children of the 1950s cohort, aged between 59 to 65 years. Participants underwent cognitive tests of processing speed, memory, verbal and nonverbal reasoning, and language ability and these were used to construct a global cognitive score, g, using principal component analysis. Haemoglobin concentration in the blood was measured concurrently. Hierarchical multiple regression models were constructed assessing the relationship between haemoglobin concentration and each cognitive measure and these were corrected for age, sex, education, C-reactive protein, hypertension, and body mass index.ResultsSignificant linear association between haemoglobin concentration and nonverbal reasoning demonstrated that low haemoglobin levels are associated with lower scores. A quadratic relationship was found for haemoglobin concentration and immediate memory scores in which low and high haemoglobin levels were associated with lower scores.ConclusionsHaemoglobin concentration was found to have a significant linear association with nonverbal reasoning scores and a significant quadratic association with memory scores. The results from this study help to understand the association between haemoglobin and different aspects of cognition.

Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes.

We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word reading) in 370 children (M age = 6.55 years, SD age = 0.33 years at the start of the study) who were identified as at-risk or not-at-risk for mathematics disability. Path analysis mediation models revealed that numerical cognition, assessed at an intermediary timepoint, mediated the effects of processing speed, working memory, calculation skill, word-problem solving, and attentive behavior on all 3 outcomes. Findings indicate that multiple early domain-general cognitive abilities are related to later mathematics and reading outcomes and that numerical cognition processes, which may track ease of forming symbol-concept associations, predict later performance across both academic domains.

Flexibility to Change the Solution: An Indicator of Problem Solving That Predicted 9th Grade Students' Academic Achievement during Distance Learning, in Parallel to Reasoning Abilities and Parental Education.

The relation between academic achievement and various measurements of cognitive abilities, problem-solving skills and self-managed learning has been established in the research before the COVID-19 pandemic and distance learning. The aim of the current research was to analyze the extent to which these aspects predicted the educational achievement of 9th grade students (mean age 15.4 years) during distance learning, when students had to do relatively more tasks independently, organize their daily learning and deal with problems on their own. Relations between self-assessed problem-solving skills, self-management skills, tests of reasoning abilities and the results of diagnostic tests in Mathematics and Latvian were analyzed for n = 256 and n = 244 students, respectively. The results show that: (1) diagnostic test results in Mathematics are best predicted by the parental education level, fluid nonverbal reasoning and verbal reasoning; (2) the best predictors for the results in the diagnostic test in Latvian are parental education, flexibility to change the solution, fluid nonverbal reasoning and verbal reasoning; (3) self-management cannot significantly predict the results of either of the two tests, although it correlates to the results of the tests in both Mathematics and Latvian; (4) only one of the aspects of problem-solving, flexibility to change the solution, can significantly predict results in diagnostic tests. The results confirm the significance of cognitive abilities as an important predictor of academic achievement, as well as the role of parents’ education level. The results also suggest that the flexibility to change the solution, an aspect of problem-solving, might play a role in students’ success in academic tests.

Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners

The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n = 70; non-LM n = 89) and not-at-risk (LM n = 44; non-LM n = 114) students were evaluated on foundational academic (word reading, calculation), behavioral (behavioral attention), cognitive (working memory, processing speed, nonverbal reasoning), and language (vocabulary, listening comprehension) measures in English. Results indicated listening comprehension was the only shared risk factor for higher order comorbidity. Furthermore, LM learners were 3 times more likely to be identified as at risk compared with non-LM learners. Finally, among at-risk learners, no differences were found on cognitive dimensions by language status, but LM learners had lower reading and listening comprehension skills than non-LM learners, with a relative advantage in behavioral attention. Results have implications for understanding higher order comorbidity and for developing methods to identify and intervene with higher order comorbidity among the growing population of LM learners.