Mathematics and Learning Disabilities

Geary, David C.

doi:10.1177/00222194040370010201

Cited by 927 publications

(1,022 citation statements)

References 75 publications

(151 reference statements)

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“…The evidence herein presented taken in conjunction with the data of Brito and deOnis 5 suggests that the specific effect of growth impairment on competency in arithmetic is mediated by the behavioral domains Hyperactivity/Conduct Problem and Inattention. Such a suggestion would be in line with the evidence that poor attentional control is disruptive to mathematical procedures 6,7 .…”

Section: Discussionsupporting

confidence: 61%

Growth status and academic performance in Brazilian school age children: growth retardation impairs mathematical, but not reading and spelling abilities

Brito

Onís

2006

Arq. Neuro-Psiquiatr.

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-Aim:To assess the effect of child growth status on academic achievement and the association between child growth and academic standing. Method: The heights of 722 middle-school children were m e a s u red using standard pro c e d u res and height-for-age z (HAZ) scores were calculated based on an international re f e rence. Academic perf o rmance was assessed by an adaptation of the Wide Range Achievement Test (WRAT3) composed of Reading, Arithmetic and Spelling. Results: C h i l d ren in the group with higher HAZ scores perf o rmed better than children in the group with lower HAZ scores only on the Arithmetic subtest. This finding was confirmed by a multiple re g ression model analysis of the data. In addition, only perf o rmance on the Arithmetic subtest was positively associated with HAZ. Conclusion: These results indicate that growth retardation impacts specifically on the development of arithmetic (numeracy) skills and a re consistent with a three-fold model of life course influences on health including latency, cumulative and pathway effects.KEY WORDS: child growth, achievement, academic standing, mathematical ability, cognitive development, neurobehavior.Crescimento e desempenho acadêmico em escolares brasileiros: retardo no crescimento interfere com a matemática mas não com a leitura e a escrita RESUMO -Objetivo: Examinar o efeito do crescimento no desempenho acadêmico e a associação entre c rescimento e competência acadêmica. Método: A estatura de 722 escolares da rede pública de Niterói foi medida através de procedimentos padronizados e escores padronizados da estatura para a idade (HAZ) foram calculados com base em referência internacional. O desempenho acadêmico foi avaliado através de uma adaptação do Wide Range Achievement Test (WRAT3) composto de leitura, aritmética e ditado. Resultados: Crianças com HAZs mais elevados apresentaram um desempenho melhor do que crianças com HAZs mais baixos somente na aritmética. Este achado foi confirmado por uma análise de modelo de re g re s s ã o múltipla dos dados. Ademais, somente o rendimento em aritmética mostrou uma associação positiva com H A Z . Conclusão: Os resultados indicam que o re t a rdo no crescimento impacta especificamente no desenvolvimento de competência em matemática e são consistentes com um modelo de influências durante o curso da vida que inclui efeitos de latência, cumulativos e de trajetória.PA L AV R A S -C H AVE: crescimento, desempenho acadêmico, competência em matemática, desenvolvimento cognitivo, neurocomportamento.The deleterious effects of growth retardation as evaluated by low height-for-age during infancy and early childhood on behavior and cognitive functions in late childhood are well-known [1][2][3][4] . Along this line, Brito and deOnis 5 demonstrated a significant association between growth status and hyperactive/ conduct problem and inattentive behaviors and also between growth status and a qualitative rating of academic perf o rmance by the teachers of school child ren in the greater metropolitan area of Rio de...

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Section: Discussionsupporting

confidence: 61%

Growth status and academic performance in Brazilian school age children: growth retardation impairs mathematical, but not reading and spelling abilities

Brito

Onís

2006

Arq. Neuro-Psiquiatr.

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“…More complex addition computations require memory-based problem solving involving either the direct retrieval of facts or problem decomposition, leading to eventual automatic retrieval of facts (Geary 2004). Working memory appears to play an important role at the earliest stage of counting: children with low scores on complex memory tasks are more likely to use primitive fingerbased counting strategies than those with high scores, possibly due to the relatively low working memory demands of the activities (Geary, Hoard, Byrd, Craven, & DeSoto, 2004).…”

Section: Working Memory In Children With Reading Disabilitiesmentioning

confidence: 99%

Working memory in children with reading disabilities

Gathercole

Alloway

Willis

et al. 2006

Journal of Experimental Child Psychology

598

420

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This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of Xuid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deWcits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading diYculties within the sample was signiWcantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These Wndings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered

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“…This decision was made to minimize the possible influence of automatisation problems children with learning disabilities often suffer from (e.g., Geary, 2004). As a consequence, we were not able to control for learning and fatigue effects.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Behavioral inhibition in children with learning disabilities

Weerdt

Desoete

Roeyers

2013

Research in Developmental Disabilities

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Children with reading disabilities (RD, n = 17), mathematical disabilities (MD, n = 22), combined reading and mathematical disabilities (RD+MD, n = 28) and control peers (n = 45) were tested on behavioral inhibition with a Go/no-go task in a picture, letter and digit-modality. In contrast to children without RD, children with RD made significantly more commission errors on alphanumeric (letter and digit) modalities compared to the non-alphanumeric picture modality. As compared to children without MD, children with MD made as much commission errors on the picture modality as on the letter modality. No significant interaction-effect was found between RD and MD. These results can be considered as evidence for behavioral inhibition deficits related to alphanumeric stimuli in children with RD but not in children with MD.

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Mathematics and Learning Disabilities

Cited by 927 publications

References 75 publications

Growth status and academic performance in Brazilian school age children: growth retardation impairs mathematical, but not reading and spelling abilities

Growth status and academic performance in Brazilian school age children: growth retardation impairs mathematical, but not reading and spelling abilities

Working memory in children with reading disabilities

Behavioral inhibition in children with learning disabilities

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