Executive Function and Planning Features of Students with Different Types of Learning Difficulties in Chinese Junior Middle School

Autor/inn/en	Deng, Meiqi; Cai, Dan; Zhou, Xuan; Leung, Ada W. S.
Titel	Executive Function and Planning Features of Students with Different Types of Learning Difficulties in Chinese Junior Middle School
Quelle	In: Learning Disability Quarterly, 45 (2022) 2, S.134-143 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720929006
Schlagwörter	Foreign Countries; Executive Function; Learning Problems; Middle School Students; Mathematics Instruction; Reading Instruction; Reading Difficulties; Short Term Memory; Inhibition; Planning; Cognitive Ability; Neurological Impairments; Reading Achievement; Mathematics Achievement; Interference (Learning); China (Shanghai); Stroop Color Word Test + Suchen Sie Ihr Suchwort? Ausland; Lernproblem; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Leseunterricht; Reading difficulty; Leseschwierigkeit; Kurzzeitgedächtnis; Hemmung; Ablaufplanung; Planungsprozess; Denkfähigkeit; Neurodegenerative Erkrankung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The aim of the present study was to investigate the executive function and planning features of students with different types of learning difficulties. Students with mathematics difficulty (MD; n = 17), reading difficulty (RD; n = 12), and their commonalities (MDRD; n = 22), along with typically academically developing peers (TD; n = 22), were evaluated on an array of cognitive measures (working memory, inhibition, and planning) individually. Results revealed significant differences among groups on various cognitive measures. Students in the MD, RD, and MDRD groups showed poorer performance compared to the TD group on all of the working memory, inhibition, and planning tasks. The MDRD group showed an overall weakness when compared to other groups, indicating severe cognitive deficits in students with MDRD. The RD group showed deficits in inhibition and planning on tasks requiring verbal skills; MD students showed deficits in inhibition and planning on digit-related tasks. However, no salient difference was found among the MD, RD, and TD groups on working memory. Results have implications for understanding the cognitive features of MD, RD, and MDRD. Intervention programs targeting inhibition and planning may be beneficial for improving reading and mathematics achievement in students with learning difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01