The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive processes (working memory, oral language, nonverbal reasoning, attentive behavior). Structural equation modeling was used to predict a latent Comorbidity factor, which modeled shared variance between WR and MC, and to identify processes associated with that Comorbidity factor. Results identified each of the core cognitive processes, especially VC, and each of the domain-general cognitive processes, especially working memory, as explaining shared variance between WR and MC. Implications for understanding comorbid difficulty at the start of first grade and designing coordinated first-grade interventions are discussed.

中文翻译：

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一年级开始时共病文字阅读和数学计算困难

本分析的目的是描述一年级开始时被选为 WR 和 MC 延迟的儿童中与文字阅读 (WR) 和数学计算 (MC) 共病困难相关的认知过程。对 234 名儿童样本（平均年龄 6.50 岁，SD = 0.31）进行了 WR、MC、核心认知过程（语音处理、快速自动命名、言语计数 [VC]）和领域一般认知过程（工作记忆、口头语言、非语言推理、注意力行为）。结构方程模型用于预测潜在的合并症因素，该因素对 WR 和 MC 之间的共享方差进行建模，并识别与该合并症因素相关的过程。结果确定了每个核心认知过程（尤其是 VC）和每个领域一般认知过程（尤其是工作记忆），以解释 WR 和 MC 之间的共同差异。讨论了一年级开始时理解共病困难和设计协调的一年级干预措施的意义。