Skill Development in Different Components of Arithmetic and Basic Cognitive Functions: Findings from a 3-Year Longitudinal Study of Children with Different Types of Learning Difficulties

Autor/in	Andersson, Ulf
Titel	Skill Development in Different Components of Arithmetic and Basic Cognitive Functions: Findings from a 3-Year Longitudinal Study of Children with Different Types of Learning Difficulties
Quelle	In: Journal of Educational Psychology, 102 (2010) 1, S.115-134 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0016838
Schlagwörter	Reading Difficulties; Learning Problems; Short Term Memory; Arithmetic; Skill Development; Longitudinal Studies; Cognitive Ability; Visual Perception; Spatial Ability; Verbal Ability; Mathematics; Achievement Gap + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Lernproblem; Kurzzeitgedächtnis; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kompetenzentwicklung; Qualifikationsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Denkfähigkeit; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Mündliche Leistung; Mathematik
Abstract	Arithmetic and cognitive skills of children with mathematical difficulties (MD-only), with comorbid reading difficulties (MD-RD), with reading difficulties (RD-only), and normally achieving children were examined at 3 points from Grades 3-4 to Grades 5-6 (age range, 9-13 years). Both MD groups displayed severe weaknesses in 4 domain-specific arithmetic components (factual, conceptual, procedural, and problem-solving skills) during all 3 measure points. Telling time and approximate arithmetic were also problematic for children with MD. Both MD groups displayed a small weakness related to visual-spatial working memory, and the MD-RD group also displayed small weaknesses related to verbal short-term memory, processing speed, and executive functions. The 4 groups developed at similar rates within all domain-specific components as well as basic cognitive functions. These findings demonstrate that children identified as having MD when they are 9 years old do not catch up with their normally achieving peers in later school grades, when they are 13 years old. They also continue to lag behind their peers with respect to the domain-general cognitive system. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10