Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties

Abstract

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.

Processes in the development of mathematics in kindergarten children from Title 1 schools

“…However, it is important to keep in mind that PA uniquely accounted for only approximately 1.25% and 5% of the variance in end-of-kindergarten numeracy and applied problems, respectively, once accounting for prior math achievement, IQ, and other linguistic competencies. These findings are consistent with the results of many studies (e.g., Bryant et al, 1990;Foster et al, 2014;Koponen et al, 2013;LeFevre et al, 2010;Wise et al, 2008).…”

Wisc-V

“…Similar tasks are closely associated with reading and spelling skill development, with reading achievement, and with a number of variables related to reading and spelling, and have shown sensitivity to specific learning disorder in reading (Crews & D'Amato, 2009;Korkman, Barron-Linnankoski, & Lahti-Nuuttila, 1999;Korkman, Kirk, & Kemp, 2007;Powell, Stainthorp, Stuart, Garwood, & Quinlan, 2007;Willburger, Fussenegger, Moll, Wood, & Landerl, 2008). Some studies suggest they are also related to mathematics skills, specific learning disorder-mathematics, and a number of other clinical conditions (McGrew & Wendling, 2010;Pauly et al, 2011;Willburger et al, 2008;Wise et al, 2008). In order to ensure sensitivity beyond very early grades, the tasks involve naming multiple dimensions simultaneously and alternating stimuli.…”

WISC-V and the Evolving Role of Intelligence Testing in the Assessment of Learning Disabilities

“…As described in the WISC-V Technical and Interpretive Manual (Wechlser, 2015), similar tasks are closely associated with reading and spelling skill development, with reading achievement, and with a number of variables related to reading and spelling, and have shown sensitivity to specific learning disorder in reading (Crews & D'Amato, 2009;Korkman, Barron-Linnankoski, & Lahti-Nuuttila, 1999;Korkman, Kirk, & Kemp, 2007;Powell, Stainthorp, Stuart, Garwood, & Quinlan, 2007;Willburger, Fussenegger, Moll, Wood, & Landerl, 2008). Some studies suggest they are also related to mathematics skills, specific learning disorder-mathematics, and a number of other clinical conditions (McGrew & Wendling, 2010;Pauly et al, 2011;Willburger et al, 2008;Wise et al, 2008). In order to ensure sensitivity beyond very early grades, the tasks involve naming multiple dimensions simultaneously and alternating stimuli.…”