Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement: A 5‐Year Longitudinal Study

2018 ◽  
Vol 91 (1) ◽  
pp. 7-27 ◽  
Author(s):  
Xiao Zhang ◽  
Pekka Räsänen ◽  
Tuire Koponen ◽  
Kaisa Aunola ◽  
Marja‐Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Learning Disability ◽  
Mathematics Learning ◽  
Low Achievement ◽  
Cognitive Precursors

Specific Learning Disabilities

2018 ◽  
Author(s):  
Christopher J. Lonigan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Proficiency ◽  
Medical Condition ◽  
Neurodevelopmental Disorder ◽  
Opportunity To Learn ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Low Achievement ◽  
Specific Learning

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

Studying the Impact of Video Modeling for Algebra Instruction for Students With Learning Disabilities

2020 ◽  
pp. 002246692093746
Author(s):  
Rajiv Satsangi ◽  
Rachel H. Billman ◽  
Alexandra R. Raines ◽  
Anna M. Macedonia
Keyword(s):  
Learning Disability ◽  
Student Performance ◽  
Secondary Students ◽  
Video Modeling ◽  
Mathematics Learning ◽  
Severe Disabilities ◽  
Appropriate Technology ◽  
Probe Design ◽  
Single Subject ◽  
The Impact

Video modeling possesses an established research base for teaching students with severe disabilities. However, the application of this strategy for teaching academic skills to students with a learning disability is less known, particularly in secondary mathematics. Video modeling provides a resource for supplementary instruction using age appropriate technology to support student learning. To explore the use of this strategy in Algebra, this study assessed video modeling paired with a system of prompting to teach three secondary students with a mathematics learning disability how to graph linear equations. Using a single subject multiple probe design, student performance across multiple measures including problem-solving accuracy and independence improved for all three students during treatment phases. These results and their implications for the broader field of mathematics education are discussed.

Do children with mathematics learning disability in Hong Kong perceive word problems differently?

2020 ◽  
Vol 68 ◽  
pp. 101352
Author(s):  
Eason Sai-Kit Yip ◽  
Terry Tin-Yau Wong ◽  
Sing-Hang Cheung ◽  
Kelvin King-Wun Chan
Keyword(s):  
Hong Kong ◽  
Learning Disability ◽  
Word Problems ◽  
Mathematics Learning

scholarly journals Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Michèle M. M. Mazzocco ◽  
Laurie B. Hanich ◽  
Maia M. Noeder
Keyword(s):  
Early Childhood ◽  
Mathematics Achievement ◽  
Learning Disability ◽  
Math Achievement ◽  
Mathematics Learning ◽  
School Age ◽  
Math Ability ◽  
Achievement Outcomes ◽  
Grade 3 ◽  
Primary School Age

To longitudinally explore children's developing beliefs towards mathematics, we asked 207 children to define “math” and “reading” at grades 2 and 3 and coded for spontaneous references to likability or difficulty of math (or reading) in their definitions. We found that children attributed more difficulty to math than to reading despite their relatively neutral comments on the likability of either subject. Children described math and reading with comparable degrees of specificity, but girls' definitions were more specific than boys'. Relative to their peers, children with mathematics learning disability (MLD) provided less specific definitions overall, were more likely to describe math as more difficult than reading, and were more likely to show a decrease in likability ratings of math (but not reading) from grades 2 to 3. Grade 2 ratings predicted math ability at grade 3, more so than predictors from grade 3. These findings, although based on informal analyses not intended to substitute for validated assessments of disposition, support the notions that distinct aspects of dispositions towards math emerge in early childhood, are revealed through casual discourse, and are predictive of later math achievement outcomes. This further supports current interests in developing formal measures of academic disposition in early childhood.

scholarly journals Numerical Capacities as Domain-Specific Predictors beyond Early Mathematics Learning: A Longitudinal Study

PLoS ONE ◽  
2013 ◽  
Vol 8 (11) ◽  
pp. e79711 ◽  
Author(s):  
Vivian Reigosa-Crespo ◽  
Eduardo González-Alemañy ◽  
Teresa León ◽  
Rosario Torres ◽  
Raysil Mosquera ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Mathematics Learning ◽  
Early Mathematics ◽  
Domain Specific
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