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. 2020 Oct 22;8:469. doi: 10.3389/fpubh.2020.00469

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Copyright © 2020 Grant, Siegel and D'Angiulli.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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A neuroeducational hypothetical model of dyslexia-dyscalculia comorbidity. Top Panel: The neuroanatomical correlates of dyslexia and dyscalculia as determined by the systematic review. The left angular gyrus—a brain region where atypical physiological function has been reported in both individuals with dyslexia and individuals with dyscalculia. Bottom Panel: The cognitive profiles of individuals with reading disability (RD), math disability (MD), or comorbid math and reading disability (MDRD) in the current sample. The symbol “+” indicates an “additive deficit”, where the MDRD group demonstrated a significantly greater deficit than either the MD or RD group. The symbol “*” indicates an unexpected finding with novel implications for RD and MDRD; see Discussion. Brain diagrams were adapted from (45). Anatomy of the Human Body. Retrieved from https://www.bartleby.com/107/189.html.