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Subtypes of Mathematical Learning Disability and Their Antecedents: A Cognitive Diagnostic Approach
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Ouyang, Xiangzi; Zhang, Xiao; Räsänen, Pekka; Koponen, Tuire; Lerkkanen, Marja-Kristiina – Child Development, 2023
Using cognitive diagnostic modeling (CDM), this study identified subtypes of mathematics learning disability (MLD) based on children's numerical skills and examined the language and spatial precursors of these subtypes. Participants were 99 MLD children and 420 low achievers identified from 1839 Finnish children (966 boys) who were followed from…
Descriptors: Learning Disabilities, Mathematics Education, Cognitive Processes, Classification
Dyscalculia and Typical Math Achievement Are Associated with Individual Differences in Number-Specific Executive Function
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Wilkey, Eric D.; Pollack, Courtney; Price, Gavin R. – Child Development, 2020
Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during…
Descriptors: Learning Disabilities, Mathematics Skills, Executive Function, Mathematics Achievement
Reading Disability in Chinese Children Learning English as an L2
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Cao, Fan; Yan, Xiaohui; Yan, Xin; Zhou, Haiyan; Booth, James R. – Child Development, 2021
To examine whether there are common or specific deficits of reading disability (RD) in first (L1) and second languages (L2), Chinese children (9-11 years, N = 76) with or without RD who learn English as an L2 were studied during a visual word rhyming judgment task. Evidence was found for common deficits in L1 and L2 in visuo-orthographic processes…
Descriptors: Reading Difficulties, Second Language Learning, Second Language Instruction, English (Second Language)
Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement: A 5-Year Longitudinal Study
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Zhang, Xiao; Räsänen, Pekka; Koponen, Tuire; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik – Child Development, 2020
Mathematical difficulties have been distinguished as mathematics learning disability (MLD) and persistent low achievement (LA). Based on 1,880 Finnish children who were followed from kindergarten (age 6) to fourth grade, this study examined the early risk factors for MLD and LA. Distinct groups of MLD (6.0% of the sample) and LA (25.7%) children…
Descriptors: Learning Problems, Mathematics Instruction, Mathematics Skills, Learning Disabilities