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. Author manuscript; available in PMC: 2014 Nov 1.
Published in final edited form as: J Learn Disabil. 2012 Dec 11;46(6):10.1177/0022219412468889. doi: 10.1177/0022219412468889

Figure 1.

Figure 1

Cognitive dimensions as a function of comorbidity status (RD vs. MD vs. MD+RD vs. typically developing; classifications based on word-level and calculation skill). Scores in left panel are not adjusted for each group’s grand mean across the eight cognitive dimensions; scores in right panel are adjusted. Lang. is oral language; Phon. Process. is phonological processing; Attentive is teacher ratings of attentive behavior; Conc. Form. is concept formation; Listen. Recall is listening recall span; Count. Recall is counting recall; Back. Digit is backward digit span; Process. Speed is processing speed. RD is students with reading disability; MD is students with mathematics disability; MD+RD is students with mathematics and reading disability; typical is typically developing students.

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