Most frequently, studies of comorbidity between mathematics and language-based difficulties have taken their point of departure in dyslexia within the framework of single age-groups. In this study, attention was focused on the extent of spelling difficulties in pupils with mathematics difficulties. Analysis of cross-sectional data indicated that approximately half of the pupils with difficulties in mathematics also had difficulties in spelling. The observed comorbidity was primarily connected to pupils representing the most prevalent cases with spelling difficulties. The study suggested that general ability might be the main factor explaining the observed comorbidity among the pupils with the lowest level of achievement in spelling. The results will be discussed in the light of findings from previous research which focuses the spotlight on how the phenomena comorbidity can be explained.
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Snorre A. Ostad (1998) studied this question.