Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability

Autor/inn/en	Tolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.
Titel	Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability
Quelle	In: Journal of Learning Disabilities, 49 (2016) 3, S.240-256 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414538520
Schlagwörter	Grade 3; Elementary School Students; Mathematics Instruction; Learning Disabilities; Problem Solving; Cognitive Ability; Mathematics Achievement; Student Behavior; Low Achievement; Intelligence Quotient; Statistical Analysis; Arithmetic; Word Problems (Mathematics); Computation; Achievement Tests; Standardized Tests; Attention Deficit Hyperactivity Disorder; Definitions; Multivariate Analysis; Regression (Statistics); Iowa Tests of Basic Skills; Wechsler Intelligence Scales Short Forms; Wide Range Achievement Test; Woodcock Diagnostic Reading Battery; Woodcock Johnson Tests of Achievement; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Problemlösen; Denkfähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Student behaviour; Schülerverhalten; Unterdurchschnittliche Leistung; Intelligenzquotient; Statistische Analyse; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Textaufgabe; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Begriffsbestimmung; Multivariate Analyse; Regression; Regressionsanalyse
Abstract	Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods from these two traditions to form math problem solving LD groups. To evaluate group differences, we used MANOVA-based profile and canonical analyses to control for relations among the outcomes and regression to control for group definition variables. Results suggest that basic arithmetic is the key distinguishing characteristic that separates low-achieving problem solvers (including LD, regardless of definition) from typically achieving students. Word problem solving is the key distinguishing characteristic that separates IQ-achievement-discrepant from strictly low-achieving LD students, favoring the IQ-achievement-discrepant students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01