This research investigated the reading and writing disabilities and the Arithmetic learning disabilities. Two groups - one with 15 children proficient in reading and writing, and the other with 12 children with reading and writing disabilities - were compared in relation to the arithmetic processing. The aim was to identify in which aspects of numerical performance they were similar or different. It was also investigated the relation among arithmetic performance, neuropsychological tasks (reading, writing, perceptual-motor skills, oral language, processing speed, phonological awareness, verbal memory, and non-verbal memory), and intelligence. The results showed intra-group performance heterogeneity. In the reading and writing proficient group, children with severe difficulties in aritmetic were identified. Inversely, in the group with children with reading and writing disabilities, children proficient in arithmetic were found. The analysis of each subgroup according to the neuropsychological profile suggested that both preventive and therapeutic resources are necessary.
Mathemathics; reading; writing; phonological awareness
