Interdependencies among mathematics, reading and spelling skills in young elementary school children

The present study investigated the issue whether deficiencies in mathematics and reading/spelling are isolated phenomena, that is, only rarely co-occur in the same children. A total of 115 first graders were given tests of reading, spelling, and math skills. Based on a cluster analysis, four subgroups of children were identified. Whereas one subgroup performed above average in both domains, a second subgroup performed below average in both domains. In comparison, the third group was only deficient in mathematics, and the last one had only reading or spelling problems. Further analyses showed that this solution was robust, indicating that combined deficiencies in math and reading/spelling skills occur more frequently than assumed in the relevant literature.