The Prevalence of Specific Arithmetic Difficulties and Specific Reading Difficulties in 9‐ to 10‐year‐old Boys and Girls

Lewis, C. S.; Hitch, Graham J.; Walker, Peter

doi:10.1111/j.1469-7610.1994.tb01162.x

Cited by 327 publications

(284 citation statements)

References 21 publications

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“…For instance, cognitive and behavioral indices-including teacher rating forms-predict risk for LD in school-age children (Glascoe, 2001;Teisl et al, 2001), and both cognitive skills and self-report study attitudes predict risk for LD in college students (Murray & Wren, 2003). It is unclear whether or to what degree these additions will enhance the prediction of MLD, or whether they may assist in identifying MLD subtypes.Identifying Subtypes of MLD-Although MLD and RD can co-occur, many children with MLD do not have RD, and the majority of children with RD do not have MLD (Lewis, Hitch, & Walker, 1994;Mazzocco & Myers, 2003). Landerl et al (2004) propose that the cognitive underpinnings of MLD are the same in children with or without co-occurring RD; their notion is supported by findings that deficits in numeric processing and math fact retrieval skills do not differ across these two subgroups (Hanich et al, 2001).…”

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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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Kindergarten Predictors of Math Learning Disability

Mazzocco

Thompson

2005

Learning Disabil Res Pract

228

169

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“…Deficits of number processing should be observed in case of early left parietal injury or disorganisation. Developmental dyscalculia is relatively frequent, affecting 3-6% of children (Badian, 1983;Kosc, 1974;Lewis, Hitch, & Walker, 1994). We predict that a fraction of those children may suffer from a core conceptual deficit in the numerical domain.…”

Section: Developmental Dyscalculia and The Ontogeny Of Number Represementioning

confidence: 99%

Three Parietal Circuits for Number Processing

Dehaene

Piazza

Pinel

et al. 2003

Cognitive Neuropsychology

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Did evolution endow the human brain with a predisposition to represent and acquire knowledge about numbers? Although the parietal lobe has been suggested as a potential substrate for a domain-specific representation of quantities, it is also engaged in verbal, spatial, and attentional functions that may contribute to calculation. To clarify the organisation of number-related processes in the parietal lobe, we examine the three-dimensional intersection of fMRI activations during various numerical tasks, and also review the corresponding neuropsychological evidence. On this basis, we propose a tentative tripartite organisation. The horizontal segment of the intraparietal sulcus (HIPS) appears as a plausible candidate for domain specificity: It is systematically activated whenever numbers are manipulated, independently of number notation, and with increasing activation as the task puts greater emphasis on quantity processing. Depending on task demands, we speculate that this core quantity system, analogous to an internal "number line," can be supplemented by two other circuits. A left angular gyrus area, in connection with other left-hemispheric perisylvian areas, supports the manipulation of numbers in verbal form. Finally, a bilateral posterior superior parietal system supports attentional orientation on the mental number line, just like on any other spatial dimension.

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“…Lewis, Hitch, and Walker (1994) estimated that mathematics deficits co-occur in approximately 40% of individuals with reading disability (also see Delazer & Bartha, 2001;Shaywitz et al, 1999). Moreover, research indicates that reading skill may influence relations between cognitive characteristics that affect math competence .…”

Section: Mathematics Difficulty Alone or In Combination With Reading mentioning

confidence: 99%

Remediating Computational Deficits at Third Grade: A Randomized Field Trial

Fuchs

Powell

Hamlett

et al. 2008

Journal of Research on Educational Effectiveness

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The major purposes of this study were to assess the efficacy of tutoring to remediate 3rd-grade computational deficits and to explore whether remediation is differentially efficacious depending on whether students experience mathematics difficulty alone or concomitantly with reading difficulty. At 2 sites, 127 students were stratified on mathematics difficulty status and randomly assigned to 4 conditions: word recognition (control) tutoring or 1 of 3 computation tutoring conditions: fact retrieval, procedural computation and computational estimation, and combined (fact retrieval + procedural computation and computational estimation). Results revealed that fact retrieval tutoring enhanced fact retrieval skill, and procedural computation and computational estimation tutoring (whether in isolation or combined with fact retrieval tutoring) enhanced computational estimation skill. Remediation was not differentially efficacious as a function of students' mathematics difficulty status. Keywords Mathematics difficulty; remediation; computationApproximately 4 to 1% of the school-age population suffers from mathematics disability (e.g., Badian, 1983;Shalev, Auerbach, Manor, & Gross-Tsur, 2000). Although the prevalence of mathematics disability is similar to that of reading disability, less systematic study has been directed at mathematics disability (Rasanen & Ahonen, 1995) despite evidence that poor mathematics skills are associated with lifelong difficulties in school and in the workplace. Mathematics competence, for example, accounts for variance in employment, income, and work productivity even after intelligence and reading have been explained (Rivera-Batiz, 1992).Some research illustrates how prevention activities at preschool (e.g., Clements & Sarama, 2007), kindergarten (e.g., Griffin, Case, & Siegler, 1994), or first grade (e.g., Fuchs, Fuchs, Yazdian, & Powell, 2002) can substantially improve math performance. For example, at the beginning of first grade, Fuchs et al. (2005) identified 169 students in 41 classrooms as at risk for math difficulties based on their low initial performance. These children were randomly assigned to a control group or to receive small-group tutoring that occurred three times per week for 20 weeks. Results showed that math development across first grade was significantly and substantially superior for the tutored group than for the control group on NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript computation, concepts, applications, and story problems. (We note that the math literature relies on the terms story problems and word problems interchangeably; in this article, we use the term story problems.) In addition, the incidence of students with mathematics disability was substantially reduced at the end of first grade, and this reduction in mathematics disability remained in the spring of second grade, 1 year after tutoring ended . Nevertheless, despite the efficacy of tutoring, students were not universally responsive. A subset of the tutored stude...

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The Prevalence of Specific Arithmetic Difficulties and Specific Reading Difficulties in 9‐ to 10‐year‐old Boys and Girls

Cited by 327 publications

References 21 publications

Kindergarten Predictors of Math Learning Disability

Kindergarten Predictors of Math Learning Disability

Three Parietal Circuits for Number Processing

Remediating Computational Deficits at Third Grade: A Randomized Field Trial

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