Projektleiterin: Univ.-Prof. Dr. Karin Landerl
Finanzierung: FWF (Fonds zur Förderung der wissenschaftlichen Forschung)
Laufzeit: 2025-2028
Abstract:
Wider research context / theoretical framework: Reading, spelling, and arithmetic are crucial domains of school achievement, and neurodevelopmental learning disorders in written language processing (dyslexia) and arithmetic (dyscalculia) have massive negative impacts on academic and professional perspectives and psychosocial wellbeing. There is high cooccurrence of dyslexia and dyscalculia, but the neurocognitive mechanisms underlying this comorbidity are not well understood. Theoretical models must explain the high rates of comorbidity as well why the two disorders can dissociate.
Hypotheses/research questions /objectives: We aim to specify a multi-deficit model that can explain associations and dissociations of dyslexia and dyscalculia, by investigating the complex interplay of neurocognitive predictors that are domain-specific (dyslexia: phonological processing; dyscalculia: numerical processing) with domain-general predictors of school achievement (language, working memory, executive functions, processing speed).
Approach/methods: Based on a large and representative sample of primary school children (N ≈ 3200) we investigate direct and indirect effects of domain-specific and -general predictors on variance in reading, spelling, and arithmetic, and especially on their co-variance. We will also compare thoroughly selected subgroups of children with isolated disorders in literacy or arithmetic, comorbid disorder and typical development to investigate differences in cognitive profiles and the long-term (18 months) stability of subgroup selection.
Level of originality / innovation: This project is innovative in explicitly integrating research on dyslexia and dyscalculia, which have mostly been investigated separately. We combine a dimensional investigation of a representative sample with fine-grained investigation of subgroups with isolated and combined learning disorders. The collaboration of two research sites (Munich and Graz) allows recruiting a unique sample of children with typical and atypical development in literacy and arithmetic and assess their profiles in an unprecedented number of constructs. Crucially, we take a specific cognitive perspective in order to investigate the mechanisms underlying isolated and combined learning disorders. The data collected in this cutting-edge project constitute a major step forward in understanding the heterogeneity of learning disorders and provide a useful foundation for devising tailored interventions.
Primary researchers involved: The project builds on earlier successful collaborations of Kristina Moll and Karin Landerl, Körne, who have outstanding expertise in investigating neurocognitive profiles of learning disorders.