Math Disabilities and Reading Disabilities: Can They Be Separated?

Autor/inn/en	Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua
Titel	Math Disabilities and Reading Disabilities: Can They Be Separated?
Quelle	In: Journal of Psychoeducational Assessment, 27 (2009) 3, S.175-196 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282908330578
Schlagwörter	Reading Difficulties; Learning Disabilities; Intelligence Quotient; Short Term Memory; Long Term Memory; Effect Size; Mathematics Skills; Reading Skills; Literature Reviews; Cognitive Ability; Comparative Analysis; Problem Solving; Age Differences; Disability Identification + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Intelligenzquotient; Kurzzeitgedächtnis; Langzeitgedächtnis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Denkfähigkeit; Problemlösen; Age; Difference; Age difference; Altersunterschied
Abstract	This article synthesizes some of the published literature that selectively compares the cognitive functioning of children with math disabilities (MDs) with average-achieving children and poor readers (children with reading disabilities [RDs] or comorbid disabilities [RDs + MDs]). All studies in the synthesis report reading, IQ, and math scores for children with MDs and poor readers. A random coefficients model of effect sizes (ESs) show that (a) ESs between MD and normal achievers were moderated by variations in working memory and literacy, (b) ESs between MD- and RD-only children were moderated by working memory and problem solving, and (c) ESs between MD and MD + RD children were moderated by long-term memory and IQ scores. No support was found for the notion that the differentiation between MD children and poor readers (RD and MD + RD) was related to variations in reading across the reviewed studies. (Contains 6 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10