Numerical and Arithmetical Cognition: Patterns of Functions and Deficits in Children at Risk for a Mathematical Disability

Geary, David C.; Hoard, Mary K.; Hamson, Carmen O.

doi:10.1006/jecp.1999.2515

Cited by 351 publications

(387 citation statements)

References 61 publications

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“…These models, including the examples in Tables 5 and 6, were as accurate in predicting MLD as was the model including multiple standard composite scores seen in Table 2. Thus, although we could not significantly improve the ROC of ~0.90 obtained when using all composite scores, we were able to find models including six to eight items that also had ROC values of ~0.90.These findings offer some support for the notion that MLD results primarily from deficits in numeric processing (e.g., Landerl et al, 2004), as measured by skills in reading numerals, counting principles (Geary et al, 1999), number line concepts, and mental addition. In their study, Landerl and colleagues examined numeric-specific and numeric-irrelevant skills, such as numeral naming versus general naming skills, respectively.…”

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confidence: 63%

Kindergarten Predictors of Math Learning Disability

Mazzocco

Thompson

2005

Learning Disabil Res Pract

228

169

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The aim of the present study was to address how to effectively predict mathematics learning disability (MLD). Specifically, we addressed whether cognitive data obtained during kindergarten can effectively predict which children will have MLD in third grade, whether an abbreviated test battery could be as effective as a standard psychoeducational assessment at predicting MLD, and whether the abbreviated battery corresponded to the literature on MLD characteristics. Participants were 226 children who enrolled in a 4-year prospective longitudinal study during kindergarten. We administered measures of mathematics achievement, formal and informal mathematics ability, visual-spatial reasoning, and rapid automatized naming and examined which test scores and test items from kindergarten best predicted MLD at grades 2 and 3. Statistical models using standardized scores from the entire test battery correctly classified ~80-83 percent of the participants as having, or not having, MLD. Regression models using scores from only individual test items were less predictive than models containing the standard scores, except for models using a specific subset of test items that dealt with reading numerals, number constancy, magnitude judgments of one-digit numbers, or mental addition of one-digit numbers. These models were as accurate in predicting MLD as was the model including the entire set of standard scores from the battery of tests examined. Our findings indicate that it is possible to effectively predict which kindergartners are at risk for MLD, and thus the findings have implications for early screening of MLD.The primary aim of the present study was to examine whether cognitive data obtained from psychoeducational or neuropsychological assessments of kindergarteners can effectively predict math achievement outcome in third grade. Although this study of predictors was not a screening study per se, the findings from the present study may have direct implications for early screening of risk for math learning disability (MLD). The findings may also contribute toward efforts to identify core deficits that underlie MLD. Relative to knowledge about reading disability (RD), there is less known about the core deficit(s) of mathematics disability, and there are few evidence-based screening tools available for detecting risk for poor achievement in mathematics. The proposed project was designed to help address these gaps in researchbased practice. The Need for Early Identification of MLDIt is important to identify risk for MLD, because-like poor reading achievement-poor math achievement is a risk factor for negative outcomes in both childhood and adulthood. Education level achieved in adulthood is associated with math performance level (Delazer, Girelli, Grana, Requests for reprints should be sent to Michèle Mazzocco, KKI West Campus, 3825 Greenspring Avenue, Painter Building, Top Floor, Baltimore, MD 21211. Electronic inquiries may be send to mazzocco@kennedykrieger.org. NIH Public Access Author ManuscriptLearn Disabil Res ...

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confidence: 63%

Kindergarten Predictors of Math Learning Disability

Mazzocco

Thompson

2005

Learning Disabil Res Pract

228

169

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“…Phonological processing skills as tapped by tasks requiring the manipulation of phonological structure are highly associated with both reading ability (e.g., Bradley & Bryant, 1985;Brady & Shankweiler, 1991;Catts, Gillispie, Leonard, Kail, & Miller, 2002;Stanovich & Siegel, 1994;Wagner & Torgesen, 1987;Wolf & Bowers, 1999) and mathematical skills (e.g., Geary, Hoard, & Hamson, 1999;Rourke & Conway, 1997). It has been argued that both phonological processing and STM measures reflect a common phonological processing substrate (Bowey, 1996;Metsala, 1999).…”

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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“…Geary and colleagues use the term "mathematical disabilities" and include all children who fall below the 30th percentile (Geary, Hoard, & Hamson, 1999) or 35th percentile (Geary, Hoard, & Hamson, 2000) on the Woodcock -Johnson Mathematics reasoning test (Woodcock & Johnson, 2001). Jordan and colleagues (Hanich, Jordan, Kaplan, & Dick, 2001;Jordan, Hanich, & Kaplan, 2003a;Jordan, Kaplan, & Hanich, 2002) refer to "mathematics difficulties", and include all children below the 35th percentile of the Woodcock -Johnson Broad Mathematics Composite Score.…”

Section: Introductionmentioning

confidence: 99%

Developmental dyscalculia and basic numerical capacities: a study of 8–9-year-old students

2004

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Thirty-one 8-and 9-year-old children selected for dyscalculia, reading difficulties or both, were compared to controls on a range of basic number processing tasks. Children with dyscalculia only had impaired performance on the tasks despite high-average performance on tests of IQ, vocabulary and working memory tasks. Children with reading disability were mildly impaired only on tasks that involved articulation, while children with both disorders showed a pattern of numerical disability similar to that of the dyscalculic group, with no special features consequent on their reading or language deficits. We conclude that dyscalculia is the result of specific disabilities in basic numerical processing, rather than the consequence of deficits in other cognitive abilities. q 2004 Published by Elsevier B.V.

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Numerical and Arithmetical Cognition: Patterns of Functions and Deficits in Children at Risk for a Mathematical Disability

Cited by 351 publications

References 61 publications

Kindergarten Predictors of Math Learning Disability

Kindergarten Predictors of Math Learning Disability

Working memory in children with reading disabilities

Developmental dyscalculia and basic numerical capacities: a study of 8–9-year-old students

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