Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children with Math Difficulties

Autor/inn/en	Raghubar, Kimberly; Cirino, Paul; Barnes, Marcia; Ewing-Cobbs, Linda; Fletcher, Jack; Fuchs, Lynn
Titel	Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children with Math Difficulties
Quelle	In: Journal of Learning Disabilities, 42 (2009) 4, S.356-371 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409335211
Schlagwörter	Group Membership; Reading Difficulties; Learning Problems; Learning Disabilities; Mathematics Achievement; Arithmetic; Computation; Grade 3; Grade 4; Comparative Analysis; Correlation; Attention; Behavior Problems; Error Patterns; Short Term Memory + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Reading difficulty; Leseschwierigkeit; Lernproblem; Learning handicap; Lernbehinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Korrelation; Aufmerksamkeit; Fehlertyp; Kurzzeitgedächtnis
Abstract	Errors in written multi-digit computation were investigated in children with math difficulties. Third- and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10