A comparative study of EEG functional and effective connectivity patterns in children with learning difficulties during reading and math tasks

These findings highlight specific task-related brain functional connectivity differences between reading and math learning difficulties, suggesting potential compensatory mechanisms in RD and cognitive control challenges in MD. The lack of significant effective connectivity findings may be attributed to the small sample size, which is a key limitation of the study. This research emphasizes the need for larger samples, refined task designs, and multimodal neuroimaging in future studies.