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1.
Mathematical competencies of 180 children were examined at 4 points between 2nd and 3rd grades (age range between 7 and 9 years). Children were initially classified into one of 4 groups: math difficulties but normal reading (MD only), math and reading difficulties (MD-RD), reading difficulties but normal math (RD only), and normal achievement in math and reading (NA). The groups did not differ significantly in rate of development. However, at the end of 3rd grade the MD only group performed better than the MD-RD group in problem solving but not in calculation. The NA and RD only groups performed better than the MD-RD group in most areas. Deficiencies in fact mastery and calculation fluency, in particular, are defining features of MD, with or without RD.  相似文献   

2.
The purpose of this study was to describe the mathematical problem-solving profiles of students with mathematics disabilities (MD) with and without comorbid reading disabilities (RD). The disability status of fourth-grade students was verified through testing (n = 18 MD; n = 22 MD + RD). Then a hierarchy of mathematics problem-solving tasks was administered. The results demonstrated large deficits for both groups; however, the differences between students with MD and those with MD + RD were mediated by the level of problem solving (arithmetic story problems vs. complex story problems vs. real-world problem solving) and by performance dimension (operations vs. problem solving). On arithmetic story problems, the differences between the disability subtypes were similar for operations and problem solving. By contrast, on complex story problems and real-world problem solving, the differences between the subtypes were larger for problem solving than for operations.  相似文献   

3.
The reading and mathematics achievement and specific mathematical competencies of 74 children were followed over four time points during second and third grades. At the beginning of the study, children were classified into one of four groups: moderate mathematics deficiencies but normal reading (MMD‐only); moderate mathematics and reading deficiencies (MMD/MRD); moderate reading deficiencies but normal mathematics (MRD‐only); and normal achievement in reading and mathematics (NA). Although the MMD‐only and the MMD/MRD groups started out at the same level in mathematics, the MMD‐only group surpassed the MMD/MRD group over time. A parallel pattern in reading was not observed for the MRD‐only and MMD/MRD groups, with children in both groups performing at consistently low levels. Weaknesses in fact retrieval and estimation characterized children with MMD, with or without RD. The MMD‐only group showed an advantage over the MMD/MRD group in problem solving. Reading and language strengths help children compensate for deficiencies in selected areas of mathematics.  相似文献   

4.
Recent studies have shown that children with mathematics difficulties (MD) have weaknesses in multiple areas of mathematics. Andersson, for example, recently found that children with MD perform significantly worse than other children on clock reading tasks. The present study builds on this recent finding and aims at a more profound understanding of the difficulties that children with MD experience with telling time. Therefore, clock reading abilities of 154 children with MD were compared to the abilities of 571 average achieving children, and a qualitative error analysis was performed. The results of this study confirm the earlier findings of Andersson that children with MD perform worse on clock reading than average achieving children and also show that children with MD especially struggle with the combination of procedural and retrieval strategies that are needed to read complex 5-min and 1-min clock times. Children with MD make more errors, which reflects immature counting strategies and deficits in memory retrieval. This finding is in line with Geary's theory of subtypes in MD, which argues that children with MD have problems with mathematical procedures and semantic memory retrieval.  相似文献   

5.
Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second‐ or third‐grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th‐percentile cutoff and a 15th‐percentile cutoff as assessed by the KeyMath‐Revised Test ( Connolly, 1988 ). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion.  相似文献   

6.
In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 years. Five student profile groups were found using cluster analysis: best achievers, normal achievers (NA), the reading difficulty (RD) group, the mathematical difficulty (MD) group, and the learning difficulty (LD) group. Post-hoc tests revealed that the RD group and the LD group had a higher academic self-concept than the MD group. In school grades history, surprisingly, the NA group and the RD group performed equally well across all school grades. Students in the MD group performed as poorly as the LD group. The results emphasise the prolonged and generalised effects of especially MD on students’ academic careers.  相似文献   

7.
The purpose of this pilot study was to explore the impact of mathematics and reading learning difficulties on the mathematics‐vocabulary understanding of fifth‐grade students. Students (n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and general vocabulary measures, students were categorized with no learning difficulty (i.e., typical), mathematics difficulty without reading difficulty (MD‐only), reading difficulty without mathematics difficulty (RD‐only), and combined mathematics and reading difficulties (MDRD). On the mathematics‐vocabulary measure, students with MD‐only or RD‐only scored significantly lower than typical students, and students with MDRD demonstrated significantly lower performance than students with MD‐only or RD‐only.  相似文献   

8.
A two‐factor theory is proposed in an attempt to explain the difficulty that children with math disabilities have in mastering the basic number facts. The theory is based on the premise that weak cognitive representations lead to poorer retrieval of information from long‐term memory. Two groups of children with disabilities are discussed: those with math disabilities alone (MD) and those with co‐morbid math and reading disabilities (MD/RD). It is proposed that weak phonological processing abilities underlie the learning difficulties of MD/RD children, and that weak number sense is a causal factor in the math‐fact learning difficulties of MD only and some MD/RD children.  相似文献   

9.
The aim of the present study was to investigate the performance in arithmetic related to achievement levels in reading and mathematics. Basic arithmetical facts and multi‐step calculations were examined. The participants were 941 pupils aged 8 (N = 415), 10 (N = 274) and 13 (N = 252) years. The pupils were divided into four groups by standardized achievement tests. One group showed low achievement in both mathematics and reading (MLRL), a second group showed low achievement in mathematics only (ML‐only), a third group in reading only (RL‐only) and a fourth group showed normal achievement in both mathematics and reading (NA). The ML‐only and the MLRL groups did not differ significantly in basic arithmetical facts at any age level, but both groups performed below the RL‐only and NA groups. The two latter groups also performed similarly at all year levels. In multi‐step calculation all groups differed significantly at the lowest age level, with the NA as the group with the best achievement, followed by RL‐only, ML‐only and the MLRL group. At the two highest age levels the relations between the groups, in multi‐step calculation, were in accordance with the results regarding basic facts. The findings indicate, for both normal and low general mathematical ability, that low achievement in reading to a small extent interferes with the pupils’ development of arithmetic performance  相似文献   

10.
This article reports results of a four-year longitudinal study that investigated the impact of specific and non-specific precursors on mathematical school achievement. Preschool quantity-number competencies (QNC) predicted mathematical achievement in primary school. Furthermore, basic arithmetic fact retrieval in Grade 1 had an impact on early mathematics school achievement. The influence of socioeconomic status and number naming speed, assessed in kindergarten, became especially important at the end of Grade 4. Particularly, a subgroup of mathematically low-achieving children in Grade 4 had already performed more poorly than normal children in tasks assessing preschool QNC, number naming speed, and basic arithmetic fact retrieval, as well as nonverbal intelligence and socioeconomic status.  相似文献   

11.
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups---children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and children with low verbal IQ, word recognition, and comprehension (poor readers)--was compared to that of skilled readers on WM, short-term memory (STM), processing speed, executive, and phonological processing measures. Ability group comparisons showed that (a) skilled readers outperformed all less skilled readers on measures of WM, updating, and processing speed; (b) children with comprehension deficits only outperformed children with RD on measures of WM, STM, phonological processing, and processing speed; and (c) children with RD outperformed poor readers on WM and phonological processing measures. A hierarchical regression analysis showed that (a) subgroup differences on WM tasks among less skilled readers were moderated by a storage system not specific to phonological skills, and (b) STM and updating contributed significant variance to WM beyond what was contributed by reading group classification. The latter finding suggested that some differences in storage and executive processing emerged between skilled and less skilled readers that were not specific to reading.  相似文献   

12.
The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English‐speaking children with reading disabilities (RD) and a comparison group of children with normal reading development (NRD). General auditory processing, English phonemic processing and English reading skills were also tested. We found differences between groups in Chinese tone processing skill, as well as general auditory processing and English phonemic skills. The RD group was significantly poorer than NRD on tasks of Chinese tone, phonemic and frequency modulated (FM) tone processing. Another finding was a different pattern of relationship between RD and NRD groups in Chinese tone, phonemic and FM tone processing as predictors of reading skills. For children with RD, FM tone processing was a significant predictor of pseudoword reading; for NRD, phonemic and Chinese tone processing skills predicted real word reading. These findings contribute to improved understanding of the roles of general auditory processing and phonological processing skills in RD, with implications for assessment and intervention with children who have English reading difficulties.  相似文献   

13.
The first purpose of this study was to investigate whether the visuospatial working memory (VSWM) skills of 15–16‐year‐old pupils with difficulties in mathematics differ from those of their normally achieving peers. The goal was to broaden the view of the complex system of VSWM. A set of passive and active VSWM tasks was used. The study’s second purpose was to investigate whether pupils with mathematical difficulties differed in their VSWM skills based on whether they had signs of reading deficits or not. Results indicate that the pupils with poor performance in maths showed poorer performance on certain VSWM tasks. The group with deficits only in maths had less capacity for storing passive visual simultaneous information, while the group with difficulties both in maths and reading had deficits in both storing (passive visual and visuospatial information) and processing, and had less ability to control irrelevant visuospatial information compared to their peers of the same age. The results indicate a general VSWM deficit in pupils with both mathematics and reading problems and a specific VSWM deficit in pupils with only mathematics problems.  相似文献   

14.
Working memory has been proposed as an important component of reading and arithmetic skills. The development of working memory was studied in normally achieving and subtypes of learning disabled children. The performance of reading disabled (RD), arithmetic disabled (ARITHD), and attentional deficit disordered (ADD) children, age 7-13, was compared to normal achievers (NA) on 2 working memory tasks, 1 involving sentences and the other involving counting. There was a significant growth of working memory as a function of age. In addition, the RD children had significantly lower scores on both tasks. The ARITHD children had significantly lower scores only on the Working Memory--Counting task, and the ADD group had scores similar to the normally achieving children except at the youngest age level in the Working Memory--Sentences task. Thus, a reading disability appears to involve a generalized deficit in working memory. Children with an arithmetic disability do not have a generalized language deficit but have a specific working memory deficit in relation to processing numerical information. As children with ADD did not have deficits in these tasks, working memory may not have significant attentional components. An important component of the development of reading and computational arithmetic skills appears to be the growth of working memory for language and numerical information.  相似文献   

15.
This study investigated whether mathematical and reading difficulties and self-reported learning problems predicted school achievement in the ninth grade, at the age of 16, and how these difficulties further explained the transition either to upper secondary academic education or to vocational education. The sample of the present study comprised one age group of ninth-grade adolescents (n?=?592; 300 girls, 292 boys) in a middle-sized Finnish city. These students completed tests of mathematics, reading comprehension and decoding. Participants were also asked to assess their learning problems in school work. Results demonstrated that mathematical and reading difficulties strongly predicted school achievement in the ninth grade and, through school achievement, also predicted the transition to different tracks in secondary education. The role of self-reported learning difficulties in this prediction was significant, but less significant than that of mathematical and reading difficulties. Parents' education did not play a major role in this prediction.  相似文献   

16.
This study investigated whether a group of children with reading disabilities (RD) were slower at processing visual information in general (compared to a group of children of comparable age and a group of children of comparable reading level), or whether their deficit was specific to the written word. Computerized backward masking and temporal integration tasks were used to assess the speed of visual information processing. Stimulus complexity (simple, complex) and type (verbal, nonverbal) were varied, creating a 2 x 2 matrix of stimulus conditions: simple nonverbal, complex nonverbal, simple verbal, and complex verbal. Adolescents with RD demonstrated difficulties in processing rapidly presented verbal and nonverbal visual stimuli, although the effect was magnified when they were processing verbal stimuli. Thus, the results of this study suggest that some youth with reading disabilities have visual temporal processing deficits that compound difficulties in processing verbal information during reading.  相似文献   

17.
Predictors for Mathematics Achievement? Evidence From a Longitudinal Study   总被引：1，自引：0，他引：1  
Numerical processing has been extensively studied by examining the performance on basic number processing tasks, such as number priming, number comparison, and number line estimation. These tasks assess the innate “number sense,” which is assumed to be the breeding ground for later mathematics development. Indeed, several studies have associated children's performance in these tasks with individual differences in mathematical achievement. To date, however, most of these studies have cross‐sectional designs. Moreover, the few longitudinal studies either use complex tasks (e.g., story problems) or investigate only one of these basic number processing tasks at a time. In this study, we examine the association between the performance of children on several basic number processing tasks and their individual math achievement scores on a curriculum‐based test measured 1 year later. Regression analyses showed that most of the variance in children's math achievement was predicted by nonsymbolic number line estimation performance (i.e., estimating large quantities of dots) and, to a lesser extent, the speed of comparing symbolic numbers. This knowledge about the predictive value of the performance of 5‐ to 7‐year‐olds on these markers of number processing can help with the early identification of at‐risk children. In addition, this information can guide appropriate educational interventions.  相似文献   

18.
This study compared the performance of children with reading disability (RD) and normal reading achievement (NRA) on tasks of serial rapid naming, verbal fluency, letter-based word retrieval, and articulatory speed. The groups, composed of children at two discrete age levels, one younger and one older, were matched for age, gender, and neighborhood school. Analyses of the on-line measurement of the children’s serial rapid naming indicated that the children with RD had significantly larger reaction times and production durations than their NRA peers despite similar levels of accuracy. They also performed significantly worse on the categorical verbal fluency task, the letter-based word retrieval task, and the test of articulatory speed. The findings suggest that both access and post-access processes, such as oral-motor inefficiency that extends the duration of word production, may be implicated in the slower serial rapid naming that has typified many samples of children with RD. This work was supported in part by Basil O’Connor Research Grant 5-340 from the March of Dimes Birth Defects Foundation, a Scholarly and Creative Activity Award and sabbatical leave from California State University, Long Beach and grant #DCO 1904-01 from the National Institute on Deafness and Other Communication Disorders of the NIH to the first author.  相似文献   

19.
This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slower progress in many aspects of mathematics; (c) almost all students with MD demonstrate problems with accurate and automatic retrieval of basic arithmetic combinations, such as 6 + 3. The following measures appear to be valid and reliable indicators of potential MD in kindergartners: (a) magnitude comparison (i.e., knowing which digit in a pair is larger), (b) sophistication of counting strategies, (c) fluent identification of numbers, and (d) working memory (as evidenced by reverse digit span). These are discussed in terms of the components of number sense. Implications for early intervention strategies are explored.  相似文献   

20.
This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children, failed spatial working memory tasks that had either low or high attentional demands but did not fail the visual tasks. In addition, children with MLD made more intrusion errors in the spatial working memory tasks requiring high attentional control than did their TD peers. Finally, as a post hoc analysis the sample of MLD was divided in two: children with severe MLD and children with low mathematical achievement. Results showed that only children with severe MLD failed in spatial working memory (WM) tasks if compared with children with low mathematical achievement and TD. The findings are discussed on the basis of their theoretical and clinical implications, in particular considering that children with MLD can benefit from spatial WM processes to solve arithmetic word problems, which involves the ability to both maintain and manipulate relevant information.  相似文献   

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