这项研究的目的是探索发育性计算障碍儿童的许多感觉缺陷，诵读困难,共同发生的疾病和他们典型的发展中的同龄人。在这项研究中使用了非符号数量比较任务来检查患有计算障碍的儿童是否有数字感觉缺陷。塔伊夫市九所小学10-11岁的儿童，沙特阿拉伯,被选中参加这项研究。将儿童分为计算障碍组（n=62），阅读障碍组（n=60），和共发障碍组(n=65)，和典型发展中的同龄人组(n=100)。4组(计算障碍，诵读困难,共同发生的疾病和典型的发展同龄人组）×2刺激比（6：7；8：12）。阅读障碍儿童之间的非符号数量比较任务存在显着差异，同时发生的疾病，通常是发展中的同行。这些结果表明，患有计算障碍的儿童确实存在数字感觉缺陷，但是数字感知缺陷并不局限于患有计算障碍的儿童。
The aim of this study was to explore a number sense deficits in children with developmental dyscalculia, dyslexia, co-occurring disorder and their typically developing peers. A non-symbolic quantity comparison task was used in this study to examine whether children with dyscalculia have number sense deficits. Children aged 10-11 years old from nine primary schools in Taif city, Saudi Arabia, were selected to participate in this study. The children were divided into the dyscalculia group (n = 62), the dyslexia group (n = 60), and co-occurring disorder group (n = 65), and the typically developing peers group (n = 100).4 groups (dyscalculia, dyslexia, co-occurring disorder and typically developing peers group) × 2 stimulus ratio (6:7; 8:12). There were significant differences in non-symbolic quantity comparison tasks between children with dyslexia, co-occurring disorder, and typically developing peers. These results indicate that children with dyscalculia do have number sense deficiencies, but number sense deficiencies are not specific to children with dyscalculia.
