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Autor/inn/envan Daal, Victor; van der Leij, Aryan; Ader, Herman
TitelSpecificity and Overlap in Skills Underpinning Reading and Arithmetical Fluency
QuelleIn: Reading and Writing: An Interdisciplinary Journal, 26 (2013) 6, S.1009-1030 (22 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0922-4777
DOI10.1007/s11145-012-9404-5
SchlagwörterArithmetic; Reading Difficulties; Listening Comprehension; Naming; Learning Disabilities; Multivariate Analysis; Phonology; Cognitive Processes; Executive Function; Acoustics; Auditory Perception; Coding
AbstractThe aim of this study was to examine unique and common causes of problems in reading and arithmetic fluency. 13- to 14-year-old students were placed into one of five groups: reading disabled (RD, n = 16), arithmetic disabled (AD, n = 34), reading and arithmetic disabled (RAD, n = 17), reading, arithmetic, and listening comprehension disabled (TRIPLE, n = 9), and typically developing students (NON-LD, n = 40). Multivariate analyses of covariance and variance component analyses showed that reading problems are characterised by difficulties with phonological processing and with rapid automatic naming. Problems with executive functioning and with digit span were typical for students with arithmetical fluency difficulties. RAD students had problems with phonological processing, rapid naming, executive functioning, and digit span. Impairments in number fact fluency, digit span, loudness perception, speeded sound manipulation, and coding, which all share a fluency component were common to problems with reading and arithmetical fluency. (As Provided).
AnmerkungenSpringer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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