Table 1 Demographics and performance in the mathematical cognition battery (MCB)

From: Profiles of mathematical deficits in children with dyslexia

Performance in the mathematical cognition battery

 

Controls

Deficits in mathematics

 

Subtests of the DSB

TD (n = 18)

Dysl_notM (n = 25)

Number (n = 10)

Arithmetical procedures (n = 15)

Arithmetic facts retrieval (n = 15)

Geometrical abilities (n = 7)

Omnibus Sig (F,p)

*Adj model (F,p)

Omega-Sq (MR, group)

Demographics

 Sex (M:F)

11:7

19:6

4:6

9:6

12:3

4:3

0.3

n/a

n/a

 Handness (R:L)

16:2

23:2

9:1

14:1

14:1

7:0

0.963

n/a

n/a

 Other diagnoses (dyslexia: dyslexia and suspected ADHD)

0:0

19:6

6:5

9:6

7:8

6:1

0.288

n/a

n/a

 Age at math testing (y)

10.45 (1.63)

11:69 (2.01)

11.68 (2.47)

11.73 (2.49)

12.07 (1.95)

11.97 (1.74)

0.263

n/a

n/a

 Age difference (math-neuropsych)

0.01 (0.03)

0.39 (0.87)

0.38 (0.73)

0.30 (0.64)

0.26 (0.55)

1.20 (1.43)

0.118

n/a

n/a

Numbers

 Writing numbers in digit (performance in %)

95.56 (7.04)c

95.6 (8.2)c

60 (16.32)*

92.67 (10.32)c

96 (7.37)c

92.86 (11.1)c

23.42, <0.00001

16.05, <0.00001

(0.065, 0.437)

 Spelling number in letters (performance in %)

97.78 (4.27)c

93.6 (9.52)c

67 (24.9)*

89.33 (13.35)c

98.67 (3.52)c

98.57 (3.78)c

12.37, <0.00001

10.52, <0.00001

(0.023, 0.340)

 Sequences (performance in %)

96.30 (9.13)c,d

85.33 (23.23)c,d

30 (29.2)a,b,e,f

51.11 (27.07)a,b,e,f

85.56 (10.67)c,d

85.71 (11.5)c,d

20.37, <0.00001

16.38, <0.00001

(0.107, 0.334)

 Ordering (performance in %)

94 (13.4)c,d

87.69 (18.33)c,d

47.33 (19.8)*

70.04 (19.38)a,b,c

79.2 (15.9)c

74 (18.82)c

11.39, <0.00001

6.41, <0.00001

(−0.014, 0.223)

 ANS digit (performance in %)

95 (6)*

82 (12)a,c

69 (19)a,b

75 (13)a

81 (8)a

75 (10)a

7.73, <0.00001

4.82, 0.0004

(0.012, 0.142)

 ANS dots (performance in %)

81 (11)f

72 (12)

68 (14)

69 (11)

71 (12)

64 (10)a

2.86, <0.02 n.s.

2.90, 0.015, n.s.

(−0.003, 0.111)

Arithmetical procedures

 Additions (performance in %)

98.33 (2.42)c

98.55 (2.78)c,d

86.13 (9.25)*

92.92 (8.6)b,c,e

98.67 (2.22)c,d

96.96 (4.07)c

11.05, <0.00001

9.75, <0.00001

(0.155, 0.105)

 Subtractions (performance in %)

97.36 (4.04)c,d

96.2 (4.91)c,d

65.13 (20.09)*

80.5 (15.55)*

93.67 (8.95)c,d

95.36 (5.08)c,d

18.13, <0.00001

12.30, <0.00001

(0.057, 0.275)

 Written calculation (performance in %)

88.19 (13.7)c,d

77.5 (22.46)c,d

31.88 (19.64)a,b,e,f

44.58 (27.53)a,b,e,f

68.33 (20.92)c,d

83.04 (12.87)c,d

14.93, <0.00001

9.73, <0.00001

(0.012, 0.273)

 Time additions (time in seconds)

53.5 (25.54)c,d

80.08 (36.31)c,d

149.3 (59.93)a,b,f

151.47 (84.84)a,b,e,f

95.8 (35.63)d

65.29 (25.39)c,d

10.21, <0.00001

9.84, <0.00001

(0.093, 0.200)

 Time subtractions (time in seconds)

66.78 (32.58)c,d,e

112.48 (66.85)d

183.1 (64.4)a

192.4 (99.6)a,b,f

142.06 (50.55)a

100.57 (41.93)d

8.42, <0.00001

5.27, 0.0002

(0.026, 0.134)

 Time written calculation (time in seconds)

112 (61.46)e

210.88 (101.17)

171.1 (94.77)

216.13 (189.47)

300.8 (147.6)a

232.57 (101.71)

4.17, 0.002

3.49, 0.004 n.s.

(0.111, 0.092)

Arithmetic facts retrieval

 Multiplications (performance in %)

89.65 (25.1)c

85.48 (27.54)c

35.24 (34.16)*

66.90 (25.55)c

82.30 (9.07)c

96.77 (5.78)c

8.99, <0.00001

15.45, <0.00001

(0.246, 0.214)

 Time multiplications (time in seconds)

43.71 (30.14)d,e

71.35 (33.41)e

57.88 (27.56)e

110.29 (69.26)a

142.47 (73.95)a,b,c

77.71 (46.65)

7.78, <0.00001

5.02, 0.0003

(−0.013, 0.268)

Geometrical abilities

 Geometrical test (performance in %)

82.69 (8.06)c,d,f

81.11 (9.03)c,d,f

61.60 (10.9)a,b,e

66.75 (15.24)a,b,e

82.28 (8.04)c,d,f

63.60 (5.5)a,b,e

12.75, <0.00001

16.11, <0.00001

(0.240, 0.269)

 2D models (performance in %)

86.11 (11.25)

85.5 (13.82)

71.25 (17.72)

74.17 (20.84)

84.17 (15.28)

71.43 (13.91)

2.86, 0.02 n.s.

4.36, 0.0009

(0.166, −0.028)

 3D models (performance in %)

88.89 (14)

95.33 (7.63)c,f

76.67 (23.83)b

84.44 (13.31)

84.44 (13.31)

76.19 (16.26)b

3.98, 0.0028

4.95, 0.0003

(0.067, 0.090)

  1. A table showing the subtests that were used to distinguish the groups of mathematical deficit. *diff from everyone; a = diff from typically developing (TD) children; b = diff from children with dyslexia not affecting mathematical abilities (Dysl_notM); c = diff from the group with deficits in number; d = diff from the group with deficit in arithmetical procedures; e = diff from the group with deficit in arithmetic fact retrieval; f = diff from group with deficit in geometrical abilities. Adj Model is corrected for nonverbal (Matrix Reasoning) reasoning scores. Effect sizes are provided based on the more conservative adjusted model (Matrix Reasoning, group). All p values were Bonferroni-corrected for multiple comparisons (p < 0.003). All post hoc pairwise comparison p values were Bonferroni-corrected for multiple comparisons (p < 0.01).
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