Peer-reviewed article
The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school‐age children
Kinga Morsanyi, Bianca M.C.W. van Bers, Teresa McCormack, Jemma McGourty ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined the prevalence of specific learning disorder in mathematics (SLDM or developmental dyscalculia) in 2,421 primary school children in the UK. The researchers found that 5.7% of children met diagnostic criteria for SLDM using DSM-5 criteria, with no significant gender differences. About half of the children with SLDM also had language or communication difficulties, and some had additional diagnoses including autism, attention deficit hyperactivity disorder, or behavioural difficulties.
Key points
- 5.7% of the sample met diagnostic criteria for SLDM after applying DSM-5 exclusion criteria
- Both persistent mathematics difficulties and exceptionally high performance in mathematics were equally common in males and females
- Approximately half of children with an SLDM profile had some form of language or communication difficulty
- Common comorbid conditions included autism, social/emotional/behavioural difficulties, and attention deficit hyperactivity disorder
Limitations
This is a prevalence study that identifies children with SLDM but does not evaluate an intervention or treatment. The study describes patterns of comorbidity but does not explain causal relationships or test the effectiveness of any support approaches.
Abstract
Mathematics difficulties are common in both children and adults, and they can have a great impact on people's lives. A specific learning disorder in mathematics (SLDM or developmental dyscalculia) is a special case of persistent mathematics difficulties, where the problems with maths cannot be attributed to environmental factors, intellectual disability, or mental, neurological or physical disorders. The aim of the current study was to estimate the prevalence rate of SLDM, any gender differences in SLDM, and the most common comorbid conditions. The DSM-5 provides details regarding these only for specific learning disorders in general, but not specifically for SLDM. We also compared the prevalence rates obtained on the basis of the DSM-IV and DSM-5 criteria. We investigated the performance of 2,421 primary school children on standardized tests of mathematics, English, and IQ, and several demographic factors over the primary school years. We applied the DSM-5 diagnostic criteria to identify children with a potential diagnosis of SLDM. Six per cent of our sample had persistent, severe difficulties with mathematics, and, after applying the exclusion criteria, 5.7% were identified as having an SLDM profile. Both persistent maths difficulties and consistently exceptionally high performance in maths were equally common in males and females. About half of the children with an SLDM profile had some form of language or communication difficulty. Some of these children also had a diagnosis of autism, social, emotional, and behavioural difficulties or attention deficit and hyperactivity disorder. Our findings have important implications for research and intervention purposes, which we discuss in the study.