Different yet similar: Exploring the Association Between Reading and Arithmetic
Reading and arithmetic are two of the most important building blocks of children’s education, and are crucial to children’s academic and life success. Research thus far has mostly looked into identifying domain-specific correlates to explain individual differences in these separate domains of learning. Even though arithmetic and reading have largely been studied in isolation from one another, these academic abilities are in fact highly correlated and share both genetic and environmental influences. Additionally, learning disorders characterized by specific deficits in arithmetic (dyscalculia) or reading (dyslexia) frequently co-occur. Against this background, I will present data from a neuroimaging study in children with specific learning disorders, investigating the specificity of their neural correlates.