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Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement: A 5‐Year Longitudinal Study
Author(s) -
Zhang Xiao,
Räsänen Pekka,
Koponen Tuire,
Aunola Kaisa,
Lerkkanen MarjaKristiina,
Nurmi JariErik
Publication year - 2018
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13123
Subject(s) - psychology , cognition , developmental psychology , learning disability , spatial ability , academic achievement , set (abstract data type) , cognitive development , intervention (counseling) , longitudinal study , class (philosophy) , medicine , neuroscience , psychiatry , computer science , programming language , artificial intelligence , pathology
Mathematical difficulties have been distinguished as mathematics learning disability (MLD) and persistent low achievement (LA). Based on 1,880 Finnish children who were followed from kindergarten (age 6) to fourth grade, this study examined the early risk factors for MLD and LA. Distinct groups of MLD (6.0% of the sample) and LA (25.7%) children were identified on the basis of their mathematics performance between first and fourth grades with latent class growth modeling. Impairment in the same set of cognitive skills, including language, spatial, and counting skills, was found to underlie MLD and LA. The finding highlights the importance of monitoring mathematical development across the early grades and identifying early cognitive precursors of MLD and LA for screening and intervention efforts.