Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability
David C Geary, Mary K Hoard, Jennifer Byrd-Craven, Lara Nugent, Chattavee Numtee
Source record
Source: Crossref
Published: Jul 1, 2007
DOI: 10.1111/j.1467-8624.2007.01069.x
Open original source ↗Source abstract
Abstract Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n = 15) and low achieving (LA, n = 44) were identified. These groups and a group of typically achieving (TA, n = 46) children were administered a battery of mathematical cognition, working memory, and speed of processing measures (M = 6 years). The children with MLD showed deficits across all math cognition tasks, many of which were partially or fully mediated by working memory or speed of processing. Compared with the TA group, the LA children were less fluent in processing numerical information and knew fewer addition facts. Implications for defining MLD and identifying underlying cognitive deficits are discussed.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.