Basic Skills in Children with Mathematics Disability and Co- morbid Mathematics and Reading Disability

the purpose of this study was to assess basic skills in 103 fourth- grade students with math disability based on Iran Key Math (Hooman & Mohamadesmael, 2002) and co-morbid mathematics and reading disability based on word reading sub test of Reading Test (Kormi-Nouri & Moradi, 2008). The sample consisted of three IQ homogenate groups: Children with mathematics disability and average reading ability (n= 24), children with co-morbid mathematics and reading disability (n=24) and children with average achievement in mathematics and reading (n=26). The basic skills were phonological processing, temporal-auditory processing, phonological short-term /working memory. ANOVA and Post Hoc tests (Tukey) results indicated that children with math disability and average reading ability performed worse than average group in temporal-auditory processing. Overall, deficits in phonological processing, temporal- auditory and phonological short-term memory had more influences on co-morbid mathematics and reading disability than on math disability.