Differences in the Mathematics-Vocabulary Knowledge of Fifth-Grade Students with and without Learning Difficulties

Autor/inn/en	Forsyth, Suzanne R.; Powell, Sarah R.
Titel	Differences in the Mathematics-Vocabulary Knowledge of Fifth-Grade Students with and without Learning Difficulties
Quelle	In: Learning Disabilities Research & Practice, 32 (2017) 4, S.231-245 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forsyth, Suzanne R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12144
Schlagwörter	Mathematics Instruction; Grade 5; Pilot Projects; Reading Difficulties; Mathematics Anxiety; Vocabulary; Computation; High Stakes Tests; Elementary School Students; Elementary School Mathematics; Learning Disabilities; Low Achievement; Mathematics Skills; Comparative Analysis; Mathematical Concepts; Educational Legislation; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Pilot project; Modellversuch; Pilotprojekt; Reading difficulty; Leseschwierigkeit; Wortschatz; Elementare Mathematik; Schulmathematik; Learning handicap; Lernbehinderung; Unterdurchschnittliche Leistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The purpose of this pilot study was to explore the impact of mathematics and reading learning difficulties on the mathematics-vocabulary understanding of fifth-grade students. Students (n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and general vocabulary measures, students were categorized with no learning difficulty (i.e., typical), mathematics difficulty without reading difficulty (MD-only), reading difficulty without mathematics difficulty (RD-only), and combined mathematics and reading difficulties (MDRD). On the mathematics-vocabulary measure, students with MD-only or RD-only scored significantly lower than typical students, and students with MDRD demonstrated significantly lower performance than students with MD-only or RD-only. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01