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Peake, Bisschop, Villarroel, Rodríguez & Jiménez (2012) [conference]

Analyzing subtypes in arithmetic learning disabilities: procedural vs. verbal
Authors: Peake, C., Bisschop, E., Villarroel, R., Rodríguez, C., & Jiménez, J.E.
Conference: Oral presentation at 21st Annual World Congress on Learning Disabilities.
Organizer: Learning Disabilities Worldwide.
Place: Oviedo, Spain.
Dates: September, 2012.
Original language: English.


Abstract

The main number processing models define arithmetic learning disabilities from the heterogeneity, agreeing to propose a procedural subtype and a verbal subtype. In this paper we have tried to identify a sample of primary school children (7-12 years) with arithmetic learning disabilities in the different subtypes proposed in the literature. Students with arithmetic learning disabilities were identified, based on their performance on various standardized instruments, from a total sample of 1068 students. In a second phase of the study, students were given tasks that measure performance in procedural calculation and performance in retrieving numerical facts, in order to identify nuclear deficits identified for each subtype proposed. Thus, once selected the study groups (procedural subtype vs. verbal subtype vs. students without learning disabilities), they were given different tasks to assess cognitive processing underlying mathematical cognition and a phonological awareness task. This will test the following predictions: (a) the procedural subtype would show a deficit in number processing only, and (b) verbal subtype, showing a profile of normal processing, would show a deficit in phonological awareness, that might be explaining his difficulties when retrieving number facts, a process which, according to different calculation processing models is carried out in verbal format. This study reviews the theoretical models proposed in this area of study, and provides evidence to the debate still unresolved regarding the alleged heterogeneity of arithmetic learning disabilities.

Keywords

Arithmetic Learning Disabilities, heterogeneity, verbal subtype, procedural subtype.

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How to cite

Peake, C., Bisschop, E., Villarroel, R., Rodríguez, C., & Jiménez, J.E. (September, 2012). Analyzing subtypes in arithmetic learning disabilities: procedural vs. verbal. Oral presentation at 21st Annual World Congress on Learning Disabilities. Universidad de Oviedo. Oviedo, Asturias, España.
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