title: Neurobiological underpinnings of math and reading learning disabilities.
abstract: The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in each domain. Next we review functional imaging studies of MD and RD in children, integrating relevant theories from experimental psychology and cognitive neuroscience to characterize the functional neuroanatomy of cognitive dysfunction in MD and RD. We then review recent research on the anatomical correlates of MD and RD. Converging evidence from morphometry and tractography studies are presented to highlight distinct patterns of white matter pathways which are disrupted in MD and RD. Finally, we examine how the intersection of MD and RD provides a unique opportunity to clarify the unique and shared brain systems which adversely impact learning and skill acquisition in MD and RD, and point out important areas for future work on comorbid learning disabilities.
authors.affiliation: 1Stanford University, Stanford, CA, USA.
authors.forename: Sarit
authors.initials: S
authors.lastname: Ashkenazi
authors.forename: Jessica M
authors.initials: JM
authors.lastname: Black
authors.forename: Daniel A
authors.initials: DA
authors.lastname: Abrams
authors.forename: Fumiko
authors.initials: F
authors.lastname: Hoeft
authors.forename: Vinod
authors.initials: V
authors.lastname: Menon
mesh_terms: D001921:Brain / Q000503:physiopathology*; D015897:Comorbidity; D060705:Dyscalculia / Q000453:epidemiology / Q000503:physiopathology*; D004410:Dyslexia / Q000453:epidemiology / Q000503:physiopathology*; D006801:Humans
keywords: comorbidity; learning disabilities; neurobiological