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Toward a Two‐Factor Theory of One Type of Mathematics Disabilities
Author(s) -
Robinson Carol S.,
Menchetti Bruce M.,
Torgesen Joseph K.
Publication year - 2002
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/1540-5826.00035
Subject(s) - learning disability , psychology , reading (process) , premise , cognition , cognitive psychology , factor (programming language) , term (time) , short term memory , developmental psychology , working memory , linguistics , computer science , philosophy , neuroscience , programming language , physics , quantum mechanics
A two‐factor theory is proposed in an attempt to explain the difficulty that children with math disabilities have in mastering the basic number facts. The theory is based on the premise that weak cognitive representations lead to poorer retrieval of information from long‐term memory. Two groups of children with disabilities are discussed: those with math disabilities alone (MD) and those with co‐morbid math and reading disabilities (MD/RD). It is proposed that weak phonological processing abilities underlie the learning difficulties of MD/RD children, and that weak number sense is a causal factor in the math‐fact learning difficulties of MD only and some MD/RD children.