First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis

Autor/inn/en	Geary, David C.; Bailey, Drew H.; Littlefield, Andrew; Wood, Phillip; Hoard, Mary K.; Nugent, Lara
Titel	First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis
Quelle	In: Cognitive Development, 24 (2009) 4, S.411-429 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2009.10.001
Schlagwörter	Learning Disabilities; Mathematics Achievement; Intelligence Quotient; At Risk Students; Short Term Memory; Grade 1; Predictor Variables; Mathematics Skills; Low Achievement; High Achievement; Cognitive Ability; Grade 2; Grade 3; Scores; Spatial Ability; Visual Perception; Numeracy + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Intelligenzquotient; Kurzzeitgedächtnis; School year 01; 1. Schuljahr; Schuljahr 01; Prädiktor; Mathematics ability; Unterdurchschnittliche Leistung; Denkfähigkeit; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Rechenkompetenz
Abstract	Kindergarten to third grade mathematics achievement scores from a prospective study of mathematical development (n = 306) were subjected to latent growth trajectory analyses. The four corresponding classes included children with mathematical learning disability (MLD, 6% of sample), and low (LA, 50%), typically (TA, 39%) and high (HA, 5%) achieving children. The groups were administered a battery of intelligence (IQ), working memory, and mathematical-cognition measures in first grade. The children with MLD had general deficits in working memory and IQ and potentially more specific deficits on measures of number sense. The LA children did not have working memory or IQ deficits but showed moderate deficits on these number sense measures and for addition fact retrieval. The distinguishing features of the HA children were a strong visuospatial working memory, a strong number sense, and frequent use of memory-based processes to solve addition problems. Implications for the early identification of children at risk for poor mathematics achievement are considered. (Contains 2 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10