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Peake, Jiménez, Villarroel, García, & Rodríguez (2010) [conference]

Cognitive and phonological skills in children with arithmetic learning disabilities
Authors: Peake, C., Jiménez, J.E., Villarroel, R., García, E., & Rodríguez, C.
Conference: Poster presented at LDW 19th Annual Word Congress.
Organizer: Learning Disabilities Worldwide.
Place: New Jersey, USA.
Dates: October, 2010.
Original language: English.


Abstract

The purpose of this study was to examine the cognitive profiles of children with arithmetical learning difficulties. A sample of 1049 children was assessed in procedimental calculation of simple algorithms, including addition, subtraction, multiplication and division, moreover, they were assessed in verbal arithmetic problem solving. Three groups were formed depending on their performance of these tests: low achievement in solving arithmetic calculations; low achievement in solving verbal arithmetic problems; and normal achievement in solving both calculation and verbal arithmetic problems. Second to fifth graders were measured in the following cognitive and linguistic processes: syntactic awareness, oral comprehension, word reading, nonword reading and numerical working memory. Results of the multivariate analysis of variance show different patterns between the two low achieving groups and both are different to the normal achieving group: children who performed lower in solving simple calculation showed lower performance in reading competence, that is, they scored lower than the other groups in word reading and nonword reading. Furthermore, this group scored lower than the normally achieving group in syntactic awareness and oral comprehension. On the other hand, children who performed lower in solving verbal arithmetic problems scored lower in linguistic competence than the other two groups, that is, in syntactic awareness and oral comprehension. Also, this group showed lower scores in numerical working memory. This study demonstrates that children with arithmetical learning difficulties are a heterogeneous group, as long as they differ in their cognitive and linguistic profile. Intervention in these difficulties should be differentiated and guided to the different processes these children are displaying. Further research will assess if intervention in theses linguistic and cognitive process in these children is effective for improving their arithmetical learning difficulties.

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How to cite

Peake, C., Jiménez, J.E., Villarroel, R., García, E. & Rodríguez, C. (October, 2010). Cognitive and phonological skills in children with arithmetic learning disabilities. Poster presented at LDW 19th Annual Word Congress, New Jersey, USA.
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