![]() Several large-scale population-based, prospective studies and a number of smaller-scale studies have consistently found that between 5% and 10% of children and adolescents will experience a substantive learning deficit-not attributable to low cognitive ability-in at least one area of mathematics before graduating from high school ( Badian, 1983 Barbaresi, Katusic, Colligan, Weaver, & Jacobsen 2005 Ostad, 1998 Shalev, 2007 Shalev, Manor, & Gross-Tsur, 2005). The central executive component of working memory contributed to across-grade improvements in number line performance and to group differences in this performance. The performance of the LA children was similar to that of the MLD children in first grade and to the TA children in second. ![]() The TA children were more reliant on the school-taught linear system in both grades. In both grades, the MLD children were less accurate in their number line placements and more reliant on a natural number-magnitude representational system to make these placements than were TA children. Number line and speed of processing tasks were administered in 1st and 2nd grade and a working memory battery in 1st grade. ![]() A control group of typically achieving (TA, n = 50) children was also identified. ![]() Children with a mathematical learning disability (MLD, n = 19) and low achieving (LA, n = 43) children were identified using mathematics achievement scores below the 11th percentile and between the 11th and 25th percentiles, respectively. ![]()
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