The contributions of domain-general and numerical factors to third-grade arithmetic skills and mathematical learning disability.

Abstract

Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills such as number system knowledge and estimation. This study of 3rd graders (N = 258) finds both domain-general and numerical factors contribute independently to explaining variation in 3 significant arithmetic skills: basic calculation fluency, written multidigit computation, and arithmetic word problems. Estimation accuracy and number system knowledge show the strongest associations with every skill, and their contributions are independent of both each other and other factors. Different domain-general factors independently account for variation in each skill. Numeral comparison, a single digit processing skill, uniquely accounts for variation in basic calculation. Subsamples of children with MLD (at or below 10th percentile, n = 29) are compared with low achievement (LA, 11th to 25th percentiles, n = 42) and typical achievement (above 25th percentile, n = 187). Examination of these and subsets with persistent difficulties supports a multiple deficits view of number difficulties: Most children with number difficulties exhibit deficits in both domain-general and numerical factors. The only factor deficit common to all persistent MLD children is in multidigit skills. These findings indicate that many factors matter but multidigit skills matter most in 3rd grade mathematical achievement.

Rethinking Sound : Computer-assisted reading intervention with a phonics approach for deaf and hard of hearing children using cochlear implants or hearing aids

“…Thus, the interpretation of this is that DHH children may have relied relatively more on storage operations whereas NH children may have relied relatively more on phonological processing when performing the SCR-task. The present findings are promising since complex WMC is essential in children's listening comprehension (Just & Carpenter, 1992;McInnes, Humphries, Hogg-Johnson et al, 2003;Moser, Fridriksson & Healy, 2007;Pimperton & Nation, 2014) as well as in reading (McVay & Kane, 2012) and in maths (Cowan & Powell, 2014). The findings also show the importance of undertaking vocabulary work in DHH children since larger vocabularies are associated with better WMC (Stiles et al, 2012).…”

Working memory components that predict word problem solving: Is it merely a function of reading, calculation, and fluid intelligence?

“…In a recent study, Cowan and Powell (2014) administered a battery of domain-general and domain-specific measures to 258 third graders. The dependent measure of arithmetic word problem-solving accuracy was a single measure taken from the Wechsler Individual Achievement Test.…”

A systematic review of interventions for children presenting with dyscalculia in primary schools

“…It is thus important to identify early signs and predictors of mathematical difficulties to ameliorate and perhaps prevent later mathematical difficulties (Dowker, 2005). Cowan and Powell (2014) in their study focused on a Domain-General and Numerical…”

“…Consequently, all terms refer to cases where poor arithmetic performance is combined with at least average intelligence (Cowan & Powell, 2014). These terms in this study will however be used interchangeably.…”

“…As a result, dyscalculia is one of the specific learning disorders which are characterized by impairments in learning and remembering arithmetic facts and in executing calculation procedures (Butterworth, 2005). Cowan and Powell (2014) stress that mathematical learning disability is acknowledged to be the same construct as a mathematics disorder (American Psychiatric Association, 1994), developmental dyscalculia (Butterworth, 2010;Wilson & Dehaene, 2007) and specific arithmetic difficulties (Lewis et al, 1994).…”