Learning to count: a difficult task?
This article is concerned with the acquisition of counting skills in pupils with Down syndrome. Data from a larger survey of pupils with severe learning difficulties is explored to investigate the types of errors children make at the earliest stages of learning to count. The pattern of responding was consistent with the view that children with Down syndrome have particular difficulties in tasks utilising auditory sequential memory, in this case learning the number string. The practical implications of these findings are discussed.
Porter
J
J
School of Education, University of Birmingham, UK. J.M.Porter@bham.ac.uk
D000293:Adolescent; D001307:Auditory Perception; D002648:Child; D004314:Down Syndrome / Q000523:psychology*; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000209:etiology*; D008297:Male; D008433:Mathematics; D008569:Memory Disorders / Q000523:psychology*; D011581:Psychological Tests