NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1004254
Record Type: Journal
Publication Date: 2013-Jul
Pages: 22
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0922-4777
Specificity and Overlap in Skills Underpinning Reading and Arithmetical Fluency
van Daal, Victor; van der Leij, Aryan; Ader, Herman
Reading and Writing: An Interdisciplinary Journal, v26 n6 p1009-1030 Jul 2013
The aim of this study was to examine unique and common causes of problems in reading and arithmetic fluency. 13- to 14-year-old students were placed into one of five groups: reading disabled (RD, n = 16), arithmetic disabled (AD, n = 34), reading and arithmetic disabled (RAD, n = 17), reading, arithmetic, and listening comprehension disabled (TRIPLE, n = 9), and typically developing students (NON-LD, n = 40). Multivariate analyses of covariance and variance component analyses showed that reading problems are characterised by difficulties with phonological processing and with rapid automatic naming. Problems with executive functioning and with digit span were typical for students with arithmetical fluency difficulties. RAD students had problems with phonological processing, rapid naming, executive functioning, and digit span. Impairments in number fact fluency, digit span, loudness perception, speeded sound manipulation, and coding, which all share a fluency component were common to problems with reading and arithmetical fluency.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A