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Journal of Learning Disabilities
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Predicting Math Outcomes

Reading Predictors and Comorbidity

Jack M. Fletcher

Center for Academic and Reading Skills, Department of Pediatrics, University of Texas Health Science Center at Houston, 7000 Fannin, UCT 2478, Houston, TX 77030

This commentary addresses issues concerning (a) the measurement of numbers, letters, and words versus cognitive processes in early screening batteries, and (b) comorbid associations of reading, math, and attention disorders. Based on reading prediction studies, assessments that include numbers should be most predictive of math outcomes. However, given the comorbid association of reading, math, and attention disorders, measures sensitive to reading and attention difficulties may be necessary in early screening batteries for math disabilities.

Journal of Learning Disabilities, Vol. 38, No. 4, 308-312 (2005)
DOI: 10.1177/00222194050380040501
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This article has been cited by other articles:


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K. Raghubar, P. Cirino, M. Barnes, L. Ewing-Cobbs, J. Fletcher, and L. Fuchs
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 Assessment for Effective InterventionHome page
C. L. Jiban and S. L. Deno
Using Math and Reading Curriculum-Based Measurements to Predict State Mathematics Test Performance: Are Simple One-Minute Measures Technically Adequate?
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[Abstract] [PDF]