What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence from a 2-Year Longitudinal Screening

Autor/inn/en	Li, Danfeng; Zhang, Xuejing; Zhang, Li
Titel	What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence from a 2-Year Longitudinal Screening
Quelle	In: Journal of Learning Disabilities, 56 (2023) 4, S.257-277 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194221099674
Schlagwörter	Learning Disabilities; Mathematics Skills; Elementary School Students; Developmental Delays; Executive Function; Short Term Memory; Attention; Visual Perception; Spatial Ability; Grade 2; Grade 3; Foreign Countries; China; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Entwicklungsverzögerung; Kurzzeitgedächtnis; Aufmerksamkeit; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Ausland
Abstract	Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year longitudinal screening process. In total, 75 DD children were screened from 1,657 children after the one-time screening, and 13 DD children were screened from 1,317 children through a consecutive 2-year longitudinal screening. In total, 13 experimental tasks were administered to assess their cognitive abilities to test the domain-specific magnitude representation hypothesis (including symbolic and nonsymbolic magnitude comparisons) and four alternative domain-general hypotheses (including working memory, executive function, attention, and visuospatial processing). The DD group had worse performance than the TD group on the number sense task, finger sense task, shifting task, and one-back task after both one-time and two-time screening. Logistic regressions further indicated the differences on the shifting task and the nonsymbolic magnitude comparison task could distinguish DD and TD children. Our findings suggest that domain-specific nonsymbolic magnitude representation and domain-general executive function both contribute to DD. Thus, both domain-specific and domain-general abilities will be necessary to investigate and to intervene in DD groups in the future. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01