The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities

Autor/inn/en	Compton, Donald L.; Fuchs, Lynn S.; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol
Titel	The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 45 (2012) 1, S.79-95 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219410393012
Schlagwörter	Reading Comprehension; Mathematics Education; Learning Disabilities; Short Term Memory; Concept Formation; Profiles; Grade 3; Classification; Underachievement; Evaluation Methods; Grade 4; Grade 5; Reading Ability; Mathematics Achievement + Suchen Sie Ihr Suchwort? Leseverstehen; Mathematische Bildung; Learning handicap; Lernbehinderung; Kurzzeitgedächtnis; Concept learning; Begriffsbildung; Charakterisierung; Profilanalyse; School year 03; 3. Schuljahr; Schuljahr 03; Classification system; Klassifikation; Klassifikationssystem; Performance deficiency; Leistungsschwäche; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Reading competence; Lesekompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10