Prevalence of Combined Reading and Arithmetic Disabilities

Autor/inn/en	Dirks, Evelien; Spyer, Ginny; van Lieshout, Ernest C. D. M.; de Sonneville, Leo
Titel	Prevalence of Combined Reading and Arithmetic Disabilities
Quelle	In: Journal of Learning Disabilities, 41 (2008) 5, S.460-473 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219408321128
Schlagwörter	Reading Comprehension; Reading Difficulties; Spelling; Incidence; Academic Achievement; Achievement Tests; Word Recognition; Grade 5; Mathematics Skills; Reading Skills; Learning Disabilities; Foreign Countries; Arithmetic; Grade 4; Elementary School Students; Correlation; Low Achievement; Scores; Netherlands + Suchen Sie Ihr Suchwort? Leseverstehen; Reading difficulty; Leseschwierigkeit; Schreibweise; Vorkommen; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Worterkennung; School year 05; 5. Schuljahr; Schuljahr 05; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Learning handicap; Lernbehinderung; Ausland; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 04; 4. Schuljahr; Schuljahr 04; Korrelation; Unterdurchschnittliche Leistung; Niederlande
Abstract	This study assesses the prevalence of combined reading and arithmetic disabilities in 799 Dutch schoolchildren using standardized school achievement tests. Scores of arithmetic, word recognition, reading comprehension, and spelling of children in fourth and fifth grade were used. The main interest involved the co-occurrence of word recognition and arithmetic disabilities because of their possible relationship. The authors find a percentage of 7.6 for combined reading and arithmetic disabilities. Reading disabilities and arithmetic disabilities co-occurred more often than expected based on rates of the separate conditions. Children with combined reading and arithmetic disabilities seem to have more generalized achievement difficulties than single-deficit groups. Different operationalizations for reading disabilities (spelling and reading comprehension measures instead of word recognition) led, in part, to selection of other children. This might imply that different processes underlie the relationship between arithmetic and word recognition disabilities compared to the relationship of arithmetic disabilities with difficulties in spelling and reading comprehension. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10