Arithmetic Learning Disabilities Research Articles

فعّالیة برنامج عِلاجی مٌحوسَب لتنمیة مهارات القیاس لدى عینة من التلمیذات الموهوبات ذوات صٌعوبات تعلّم الریاضیات The effectiveness of a Computerized Program to Improve Measurement Skills in a sample of Gifted Students Girls, With an Arithmetic Learning disability in Jeddah

اختبرت هذه الدراسة فعالية برنامج علاجي محوسب لتنمية مهارات القياس لدى عينة من التلميذات الموهوبات ذوات صعوبات تعلم الرياضيات بجدة، من خلال تطبيق تصميم العينة الواحدة Single Subject Design، ولتحقيق ذلک تم تطبيق البرنامج على عينة مکونة من (8) طالبات موهوبات ذوات صعوبات تعلم الرياضيات، و8 طالبات ذوات صعوبات تعلم الرياضيات، تم اختبارهن إختبار قبلي لتحديد مستواهن الفعلي في (مهارات القياس في الرياضيات) موضوع الدراسة الحالية. تم تطبيق التدخل باستخدام البرنامج وأخيرا تم التوقف عن البرنامج وسحبه واختبار الطالبات اختبارا بعديا. أظهرت النتائج وجود فعالية للبرنامج العلاجي في تنمية مهارات القياس لدى عينة من التلميذات الموهوبات ذوات صعوبات التعلم في الرياضيات. وأوصت الباحثة بضرورة الإهتمام بإعداد وتصميم مناهج/ أنشطة محوسبة لتطوير المفاهيم الرياضية لذوي صعوبات التعلم بالمرحلة الابتدائية. This study tested the effectiveness of a computerized therapy program for the development of measurement skills in a sample of talented students with learning disabilities in Jeddah, through the application of a single sample single subject design To achieve To achieve this, the program has been applied to a sample of (8) gifted students with difficulties in learning mathematics, and 8 students with difficulties in learning mathematics, were tested in a pre-test to determine their actual level in (mathematics measurement skills),subject of the current study, has been applied to intervene using the program and finally stop the program and dragging it and test students post computing test. The results showed that the effectiveness of the therapeutic program in developing the measurement skills of a sample of gifted students with learning difficulties in mathematics. Finally, the researcher recommended: The need To Prepare and Design Curricula / Computer Activities for the Development of Mathematical Concepts students with learning difficulties in primary school.

Syntactic Awareness and Arithmetic Word Problem Solving in Children With and Without Learning Disabilities

Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in elementary education were formed: children with arithmetic learning disabilities (ALD), children with reading learning disabilities (RLD), and children with comorbid arithmetic and reading learning disabilities (ARLD). Mediation analysis confirmed that SA was a mediator variable for both groups of children with reading disabilities when solving AWPs, but not for children in the ALD group. All groups performed below the control group in the problem solving task. When SA was controlled for, semantic structure and position of the unknown set were variables that affected both groups with ALD. Specifically, children with ALD only were more affected by the place of the unknown set.

أثر برنامج قائم على نظرية تريز في صعوبات تعلم الرياضيات لدى طلاب غرف المصادر بمنطقة الجوف

صعوبات التعلم | صعوبات تعلم الرياضيات | مادة الحساب | مهارة جمع الأعداد | مهارة طرح الأعداد | ذوو الإحتياجات الخاصة | غرف المصادر | تريز | نظرية الحلول الإبتكارية للمشكلات | البرامج | الأطفال | المملكة العربية السعودية | الجوف | المدرسة الإبتدائية Learning Disabilities | Arithmetic Learning Disabilities | Disabilities | Educational Strategies | Academic Achievement | TRIZ | Teoria Resheniqy Izobreatatelskikh Zadatch | The Theory of Inventive Problem Solving | TIPS | Programs | Children | Saudi Arabia | Aljouf | Resource Rooms | Elementary School

Desempenho em leitura/escrita e em cálculos aritméticos em crianças de 2ª série

Esta pesquisa investiga os desempenhos em leitura e escrita e em aritmética básica. Dois grupos de crianças - 15 competentes em leitura/escrita e 12 com dificuldades - foram comparados quanto ao desempenho em cálculos aritméticos com o intuito de identificar em que aspectos do desempenho numérico se assemelham ou se diferenciam. Investigou-se também a relação entre desempenho aritmético, tarefas neuropsicológicas (leitura, escrita, habilidades perceptivo-motoras, linguagem oral, velocidade de processamento, consciência fonológica, memória verbal, memória não verbal) e inteligência. Os resultados indicaram heterogeneidade de desempenhos intragrupos nas habilidades aritméticas. No grupo competente em leitura/escrita, foram identificadas algumas crianças com sérias dificuldades na aritmética, apresentando defasagens no senso numérico, nos procedimentos de contagem e nos fatos básicos da adição e subtração. Inversamente, no grupo com dificuldade em leitura/escrita, foram também encontradas crianças competentes na aritmética. A análise dos diferentes perfis dos subgrupos sugere a necessidade de recursos preventivos e terapêuticos diferenciados.

Effects of Treatment with Oxandrolone for 4 Years on the Frequency of Severe Arithmetic Learning Disability in Girls with Turner Syndrome

To study androgen treatment effects on arithmetic performance in girls with Turner syndrome. Forty-four girls, ages 10 to 14 years at baseline, completed 4 years of treatment with oxandrolone (Ox) or placebo (Pl). All received growth hormone and estrogen replacement therapy. We assessed the number of girls with severe learning disability (LD, standard score <or=5(th) percentile) on measures of academic arithmetic and reading achievement (WRAT-3, arithmetic and reading), given yearly, and the WIAT numerical operations (NOS) and reading subtests, given at year 4. On the WRAT-3 arithmetic, the frequency of severe arithmetic LD was similar in the Ox and Pl groups at baseline and at years 1 and 2. At years 3 and 4, fewer girls in the Ox than Pl group had a severe arithmetic LD (year 4: 0/22 vs 5/21, P = .02). On the WIAT NOS (year 4), fewer girls in the Ox than Pl groups had a severe arithmetic LD (3/21 vs 8/20, P = .09). WIAT NOS error analysis suggested that the improved performance in the Ox group was associated with better performance on multiplication and division (P < .01). The frequency of severe LD for the WRAT-3 reading was similar for the Ox and Pl groups (all years) and for the WIAT reading subtest (year 4). Androgen treatment for 4 years in girls with Turner syndrome resulted in a small decrease in frequency of severe arithmetic LD, with no effect on reading LD.

Naming speed and effortful and automatic inhibition in children with arithmetic learning disabilities

We report a two-year longitudinal study aimed at investigating the rate of access to numerical and non-numerical information in long-term memory and the functioning of automatic and effortful cognitive inhibition processes in children with arithmetical learning disabilities (ALDs). Twelve children with ALDs, of age 9.3 years, and twelve gender–age-matched controls were involved in the study. Rate of access was measured through digit- and letter-naming tasks, automatic cognitive inhibition was measured using a negative priming paradigm, and effortful cognitive inhibition was measured rating intrusion errors in a working memory task. Children with ALDs suffered from a deficit in the speed of activating both numerical and non-numerical information from long-term memory and in effortful inhibition mechanisms. No evidence for dysfunction of the automatic inhibition processes was found.

Solving Arithmetic Word Problems

This study was designed to determine a word problem difficulty classification in children with arithmetic learning disabilities (ALD; n = 104) in comparison with typically achieving students (n = 44). We tested variables such as (a) semantic structure (Change, Combine, Compare, and Equalize), (b) operation (subtraction and addition), and (c) position of the unknown quantity in the problem. Facet theory with multidimensional scaling techniques (MINISSA) was used to analyze the underlying dimensions in the responses of each group of participants. Our results indicate that although the word problem difficulty classifications for the 2 groups of children were different, the position of the unknown quantity had a greater influence on the level of difficulty of story problems than other variables. The noncanonical problems--specifically, those with the unknown term in the first place--although difficult for both groups of children, were the most difficult problems for children with ALD.

Behavioural, academic and neuropsychological profile of normally gifted Neurofibromatosis type 1 children

In the present study the neuropsychological, academic and social-emotional profiles were examined in Neurofibromatosis type 1 (NF1) children. 17 NF1 children (ages 7-11) with NF1 without serious medical problems and with a full scale IQ (FSIQ) above 70. Wechsler Intelligence Scale for Children-Revised (WISC-R), academic tests and an exhaustive neuropsychological test battery were administered in all children. Parents and teachers filled out the Child Behavioural Checklist (CBCL) and Teacher Report Form (TRF), respectively, the NF1 children the Experienced Competence Scale for Children (ECSC). Nearly 50% (8/17) of the children showed learning disabilities, when corrected for IQ in the academic evaluations. Isolated impaired literacy skills, particularly spelling problems, were most frequent (4/8), whereas a pure arithmetic learning disability was rare (1/8). Three children presented both learning disabilities. Results on academic and neuropsychological tests did not fit the well-known types of learning disabilities -- nonverbal learning disability (NLD) and dyslexia. Nearly all NF1 children showed visual perceptual and executive dysfunctions. In this study, teachers more frequently reported behavioural problems in NF1 children than parents, as opposed to literature data in a general population. The correspondence of the perception of internalizing problems between the children and teachers was greater than between children and their parents. No correlation was found between the performances on the WISC-R, specific neuropsychological results, academic performances and behavioural problems. The Deficiency in Attention, Motor and Perception (DAMP) concept seems most appropriate in order to describe the neuropsychological deficits and their repercussions on behavioural and academic performances seen in NF1 children.

Arithmetic Education and Learning Disabilities in Italy

In the first part of this article, we briefly present the context of mathematics education in Italy and its specific programs, teaching and assessment methods, use of psychological concepts, and policies in favor of pupils with difficulties. We illustrate the importance and the role of mathematics teachers' associations. In the second part, we focus more directly on the issue of arithmetic learning and learning disabilities in Italy. Despite the absence of a specific strong tradition in the field, new perspectives regarding mathematics education are evident in Italy. The preparation of new assessment tools has proceeded together with an effort toward the identification of subtypes of arithmetic learning disabilities. A basic distinction has been made between difficulties in number processing/calculation and problem-solving tasks. Within the area of calculation, a finer distinction between numerical knowledge, speed, and accuracy seems critical, but a more articulated differentiation of subcomponents relying on modern cognitive-neuropsychological models can be used also.

Strategy Choice in Solving Arithmetic Word Problems: Are there Differences between Students with Learning Disabilities, G-V Poor Performance and Typical Achievement Students?

This study was designed to test whether there are differences between children with arithmetic learning disabilities, garden-variety (G-V) poor performance and typically achieving children in strategy choice when solving arithmetic word problems. Using the standard-score discrepancy method (differences between IQ and achievement standard scores), samples were selected of dyscalculic, G-V poor mathematics performance, and typically achieving students. The groups were compared to analyze whether there were differences in their strategy choice when solving arithmetic word problems. No significant differences were found between dyscalculic and G-V children, both groups relying more on backup strategies than the nonimpaired group. Thus, the IQ-achievement discrepancy does not seem to be a relevant criterion for differentiating between individuals with dyscalculia and those with garden-variety poor mathematics performance.

Learning disabilities and executive dysfunction in boys with attention-deficit/hyperactivity disorder.

The effect of comorbid reading or arithmetic learning disabilities (LDs) on neuropsychological function in attention-deficit/hyperactivity disorder (ADHD) was studied. Participants were young males diagnosed with ADHD, with and without LD, and non-ADHD, non-LD male controls of similar age. LD was defined by combined regression-based and low-achievement classifications. Analyses adjusted for the effect of psychiatric comorbidity, age, and socioeconomic status on neuropsychological function. Children who had both ADHD and LD were significantly more impaired on both executive and nonexecutive functions than ADHD children without LD. Neuropsychological performance was most impaired in ADHD with combined arithmetic and reading disability. These data indicate that comorbid LD, especially arithmetic disability, significantly increases the severity of executive function impairment in ADHD.

Is IQ-Achievement Discrepancy Relevant in the Definition of Arithmetic Learning Disabilities?

This study was designed to test whether the criterion based on the IQ-achievement discrepancy is useful in the definition of arithmetic learning disabilities (ALD). A sample of children with ALD, garden-variety (G-V) poor mathematics performance (i.e., the poor arithmetic performance of children of below-average intelligence is believed to be nondiscrepant, or in accordance with their lower cognitive capabilities) and normally achieving children were selected using the standard-score discrepancy method (i.e., the differences between IQ and achievement standard scores). All the groups were compared to determine whether there were differences in solving addition and subtraction word problems and in other cognitive abilities related to mathematics such as working memory. There were no significant differences between children with ALD and children with G-V poor mathematics performance in solving arithmetic word problems or on working memory tasks. The performance of both groups with arithmetic disabilities was significantly below that of normally achieving children. This means that the criterion based on the IQ-achievement discrepancy does not seem to be relevant for differentiating between children with ALD and children with G-V poor mathematics performance.

Identifying Simple Numerical Stimuli: Processing Inefficiencies Exhibited by Arithmetic Learning Disabled Children

Children with arithmetic learning disabilities (ALD) and normally achieving (NA) controls were administered a battery of computerised tasks, including numerical and letter matching, naming latency, and memory span. The letter spans as well as the digit spans of the ALD children were smaller than those of their NA peers, arguing against the hypothesis of a specific deficit in working memory for numerical information. Although the ALD children were no slower than their NA peers in accessing either numerical or letter codes, their pattern of correlations between numerical and letter judgements both within and between the matching and naming-latency tasks differed from that of the NA group, suggesting a difference in the means by which these children access numerical representations. Another particularly intriguing result was that the ALD children failed to use the most efficient procedure when judging name identity for physically same numerical stimuli. Additional evidence indicated that this may have been due to dysfunctional subitizing. These and other findings confirm that ALD children display several processing inefficiencies when judging simple numerical stimuli.

Developmental dyscalculia and cognitive neuropsychology

In this article we present a study investigating the cognitive impairments exhibited in developmental dyscalculia, or arithmetic learning disability. We begin by providing a brief review of the literature on the subject, including both single‐case and group designs. In our view both approaches, at least as thus far employed, are associated with theoretical and/or methodological shortcomings. We suggest that the cognitive neuropsychological approach may offer a better paradigm for research in this domain. Accordingly we present a recent cognitive neuropsychological model of numeric processing that has been informed by the patterns of impairment evidenced in individuals with acquired brain damage. We then present preliminary results from several developmental dyslexic students who have numeric processing impairments and attempt to demonstrate how their performance patterns conform to the expectations of the model. Finally, in the discussion, we consider certain methodological issues related to this study and suggest possible directions for future research.

Neuropsychology of Childhood Arithmetic Disorders

The arithmetic learning disability literature was reviewed and critiqued. Due to the paucity of research in this area, few conclusions may be inferred. In general, the available research has provided tentative hypotheses about the nature of arithmetic disabilities. A variety of psychosocial variables notwithstanding, childhood arithmetic disability may directly result from cerebral dysfunction, poor motivation, and emotional/behavioral disturbance. However, further research is necessary in order to clarify the effects of maturation on arithmetic skills acquisition. Indeed, one approach to identification of the disorder would consider individual differences in neuropsychological development and performance affecting arithmetic achievement. It was concluded that a more comprehensive approach to investigating and diagnosing childhood arithmetic disability is needed. Reformulations and methods of study were articulated. Six related lines of research were outlined. A diagnostic rating scale was suggested which would account for type and severity of disorder. Diagnostic criteria were recommended based on the degree and definition of disability. Needs for remediation research were briefly explored.

Short-term memory processes in children with reading and arithmetic learning disabilities.

The role of phonemic coding in short-term memory was studied in 45 children with a reading disability, 38 children with a specific arithmetic disability, and 89 children who were achieving normally in school. The children, aged 7 to 13, were administered a series of tasks that involved the visual or auditory presentation of rhyming and nonrhyming letters and either an oral or a written response. The youngest children (7 to 8 years) with a reading disability did not show any difference between the recall of nonrhyming and rhyming letters, whereas the normal children of the same age did. The older reading disabled children (9-13), like their normal counterparts, had significantly poorer recall of rhyming as opposed to nonrhyming letters. However, their overall levels of performance were significantly lower than normals. The same pattern was found with children with arithmetic disabilities for the visual presentation of stimuli. For the auditory presentation of stimuli, the performance of children with arithmetic disabilities resembled that of the normal children, except at the youngest ages in the study. Whereas a deficiency in phonological coding may characterize the younger children with learning disabilities, older children with learning disabilities appear to be using a phonemic code but have a more general deficit in short-term memory.

Short-term memory processes in children with reading and arithmetic learning disabilities.

Short-term memory processes in children with reading and arithmetic learning disabilities.

Nondyslexic children with combined writing and arithmetic learning disabilities.

A common presenting problem of children in pediatric practice is the constellation of symptoms involving difficulty in completing assignments, trouble with written work, and organizational problems. Typically, these children do not have difficulty with reading but show problems with academic achievement. We have recently studied 29 children, aged 7 to 13, referred for learning problems. They were not dyslexic, that is their reading abilities were normal, but they had significant difficulty with written tests and assignments and problems with arithmetic. In addition to difficulty with eye-hand coordination as measured by a test of visual motor integration, these children showed poor performance on short-term memory tasks when compared with children who do not have writing or arithmetic problems. Suggested treatments include the use of tape recorders, typewriters, and calculators to help compensate for the writing and short-term memory difficulties associated with these learning problems. The pediatrician, acting as child advocate, can exert influence within the traditional school system to gain acceptance for use of learning aids by children with a developmental output disability.

Catecholamine metabolites in nonhyperactive boys with arithmetic learning disability: a pilot study.

Catecholamine metabolites in nonhyperactive boys with arithmetic learning disability: a pilot study.