Mathematical thinking in second-grade children with different forms of LD.
Based on their performance on a standardized achievement test, second-grade children (N = 49) were classified as having mathematics difficulties with normal reading achievement (MD only), both mathematics and reading difficulties (MD/RD), reading difficulties with normal mathematics achievement (RD only) and normal mathematics and reading achievement (NA). Each child was given a series of tasks so that we might assess their thinking across four areas of mathematics: number facts, story problems, place value, and written calculation. Children with MD/RD performed significantly worse than NA children in most areas of mathematical thinking, whereas children with MD only performed worse than NA children only on complex story problems. The MD-only group outperformed the MD/RD group on story problems and written calculation. No significant differences were found between the RD-only and NA groups on any of the tasks. The results suggested that among children with mathematics difficulties, the MD/RD subgroup is distinct from the MD-only subgroup, with the former being characterized by pervasive deficiencies in mathematical thinking and the latter by more specific deficits in problem solving.
Jordan
N C
NC
University of Delaware, School of Education, Newark 19716, USA. njordan@udel.edu
Hanich
L B
LB
D001077:Aptitude Tests; D002648:Child; D003072:Cognition Disorders / Q000209:etiology* / Q000523:psychology; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000145:classification / Q000150:complications* / Q000523:psychology*; D008297:Male; D008433:Mathematics; D011340:Problem Solving