"A new study by University of Washington researchers, comparing children
with a reading disability to those with dual reading and math calculation
disabilities, indicates that this inability to rapidly retrieve basic
information leads to impaired ability across the three domains of reading,
writing and math.
These findings will be presented here today at the annual meeting of the
American Psychological Association by Julie Busse, a UW educational
psychology doctoral student. The results come from a larger study looking at
the family genetics of learning disabilities headed by Virginia Berninger,
UW professor of educational psychology. The work is funded by the National
Institute of Child Health and Human Development.
The inability to rapidly and automatically retrieve and identify the
building blocks of language and math forces children to use more cognitive
resources to recall basic material. This, in turn, means their attention is
not focused on higher thinking processes such as comprehension and problem
solving, according to Berninger and Busse.
They liken learning to read and do math to mastering how to drive a car."