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Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First Through Fourth Grade
Author(s) -
Vukovic Rose K.,
Siegel Linda S.
Publication year - 2010
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/j.1540-5826.2009.00298.x
Subject(s) - cognition , learning disability , psychology , working memory , percentile , reading (process) , short term memory , typically developing , mathematics education , developmental psychology , cognitive psychology , mathematics , statistics , psychiatry , autism , political science , law
This longitudinal study investigated the academic and cognitive characteristics of persistent mathematics difficulty (MD‐p) from first to fourth grade. Ninety‐nine children were retrospectively categorized into one of three groups: MD‐p, transient mathematics difficulty (MD‐t), or typically developing. MD‐p was defined as persistently low mathematics achievement (≤25th percentile) in at least 2 years from first to fourth grade. The results indicated that the MD‐p group was more likely than other groups to have deficits in calculation, practical problem solving, number facts, and reading. In terms of cognitive characteristics, MD‐p was specifically characterized by deficits in math concepts and phonological decoding, though there was some evidence for the involvement of working memory, processing speed, and numerical reasoning.