Can We Predict Mathematical Learning Disabilities from Symbolic and Non-Symbolic Comparison Tasks in Kindergarten? Findings from a Longitudinal Study

Autor/inn/en	Desoete, Annemie; Ceulemans, Annelies; De Weerdt, Frauke; Pieters, Stefanie
Titel	Can We Predict Mathematical Learning Disabilities from Symbolic and Non-Symbolic Comparison Tasks in Kindergarten? Findings from a Longitudinal Study
Quelle	In: British Journal of Educational Psychology, 82 (2012) 1, S.64-81 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/2044-8279.002002
Schlagwörter	Learning Disabilities; Low Achievement; Young Children; Kindergarten; Grade 1; Grade 2; Comparative Analysis; Arithmetic; Elementary School Mathematics; Multiple Regression Analysis; Correlation; Task Analysis; Cognitive Processes + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Unterdurchschnittliche Leistung; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik; Korrelation; Aufgabenanalyse; Cognitive process; Kognitiver Prozess
Abstract	Background: The ability to compare numbers, as the most basic form of number sense, has been related to arithmetical achievement. Aims: The current study addressed the predictive value of non-symbolic and symbolic (number word (NW) and Arabic number (AN)) comparison for arithmetics by means of a longitudinal design. Sample: Sixteen children with mathematical disabilities (MD), 64 low achievers (LA), and 315 typical achieving (TA) children were followed from kindergarten till grade 2. Method: The association of comparison skills with arithmetical skills in grades l and 2 was studied. The performances of MD, LA and TA children were compared. Results: Regression analyses showed that non-symbolic skills in kindergarten were predictively related to arithmetical achievement 1 year later and fact retrieval 2 years later. AN comparison was predictively related to procedural calculation 2 years later. In grade 2, there was an association between both symbolic tasks and arithmetical achievement. Children with MD already had deficits in non-symbolic and symbolic AN comparison in kindergarten, whereas in grade 2 the deficits in processing symbolic information remained. Conclusions: The combination of non-symbolic and symbolic deficits represents a risk of developing MD. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10