Fact Retrieval Deficits in Low Achieving Children and Children with Mathematical Learning Disability

Autor/inn/en	Geary, David C.; Hoard, Mary K.; Bailey, Drew H.
Titel	Fact Retrieval Deficits in Low Achieving Children and Children with Mathematical Learning Disability
Quelle	In: Journal of Learning Disabilities, 45 (2012) 4, S.291-307 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219410392046
Schlagwörter	Learning Disabilities; Mathematics Achievement; Achievement Tests; Short Term Memory; Reading Ability; Nonverbal Ability; Arithmetic; Low Achievement; Scores; Identification; Elementary School Students; Cognitive Processes + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kurzzeitgedächtnis; Reading competence; Lesekompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Unterdurchschnittliche Leistung; Identifikation; Identifizierung; Cognitive process; Kognitiver Prozess
Abstract	Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted developing retrieval competence from second to fourth grade with developing competence in executing arithmetic procedures, in fluency of processing quantities represented by Arabic numerals and sets of objects, and in representing quantity on a number line. The retrieval deficits of LA-severe fact retrieval children were at least as debilitating as those of the children with MLD and showed less across-grade improvement. The deficits were characterized by the retrieval of counting string associates while attempting to remember addition facts, suggesting poor inhibition of irrelevant information during the retrieval process. This suggests a very specific form of working memory deficit, one that is not captured by many typically used working memory tasks. Moreover, these deficits were not related to procedural competence or performance on the other mathematical tasks, nor were they related to verbal or nonverbal intelligence, reading ability, or speed of processing, nor would they be identifiable with standard untimed mathematics achievement tests. (Contains 6 tables.) (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