A study was made of data obtained by a search of many different public records of 5718 children in Rochester, Minnesota above age 5. Three different measures of Math LD (regression-based discrepancy, non-regression-based discrepancy, low achievement) were used as proxy definitions of Math LD.
It was found that Math LD
- Is common (5.9% to 13.8%) among schoolchildren,
- Is significantly more frequent (1.6 to 2.2 times more likely) among boys than girls, regardless of measurement method.
- Many (35% to 56.7%) children with Math LD do not have an associated reading disorder. The percentage range gives the minimum and maximum of the 3 evaluation criteria. (Barbaresi, et al., 2005)