ERIC Number: EJ872195
Record Type: Journal
Publication Date: 2010-Feb
Abstractor: As Provided
Reference Count: 61
Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First through Fourth Grade
Vukovic, Rose K.; Siegel, Linda S.
Learning Disabilities Research & Practice, v25 n1 p25-38 Feb 2010
This longitudinal study investigated the academic and cognitive characteristics of persistent mathematics difficulty (MD-p) from first to fourth grade. Ninety-nine children were retrospectively categorized into one of three groups: MD-p, transient mathematics difficulty (MD-t), or typically developing. MD-p was defined as persistently low mathematics achievement (less than or equal to 25th percentile) in at least 2 years from first to fourth grade. The results indicated that the MD-p group was more likely than other groups to have deficits in calculation, practical problem solving, number facts, and reading. In terms of cognitive characteristics, MD-p was specifically characterized by deficits in math concepts and phonological decoding, though there was some evidence for the involvement of working memory, processing speed, and numerical reasoning.
Descriptors: Mathematics Achievement, Short Term Memory, Grade 4, Student Characteristics, Grade 1, Grade 2, Grade 3, Elementary School Students, Elementary School Mathematics, Cognitive Ability, Academic Ability, Longitudinal Studies, Learning Problems, Low Achievement, Comparative Analysis, Computation, Problem Solving, Numeracy, Reading Skills, Mathematical Concepts, Phonological Awareness, Decoding (Reading), Cognitive Processes, Mathematical Logic
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4
Authoring Institution: N/A