ERIC Number: EJ738953
Record Type: Journal
Publication Date: 2006-Jul
Pages: 16
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0278-2626
EISSN: N/A
Mathematics Learning Disability in Girls with Turner Syndrome or Fragile X Syndrome
Murphy, Melissa M.; Mazzocco, Michele M. M.; Gerner, Gwendolyn; Henry, Anne E.
Brain and Cognition, v61 n2 p195-210 Jul 2006
Two studies were carried out to examine the persistence (Study 1) and characteristics (Study 2) of mathematics learning disability (MLD) in girls with Turner syndrome or fragile X during the primary school years (ages 5-9 years). In Study 1, the rate of MLD for each syndrome group exceeded the rate observed in a grade-matched comparison group, although the likelihood of MLD persisting through the primary school years was comparable for all three groups. In Study 2, formal and informal math skills were compared across the syndrome groups, a normative group, and children from the normative group who had MLD. Few differences were observed between the Turner syndrome and normative groups. Despite having rote counting and number representation skills comparable to those in the normative group, girls with fragile X had difficulty with counting rules (e.g., cardinality, number constancy). However, this difficulty did not distinguish them from the MLD group. Overall, counting skills appear to distinguish the Turner syndrome and fragile X groups, suggesting that the specificity of math deficits emerges earlier for fragile X than Turner syndrome.
Descriptors: Mathematics Skills, Females, Learning Disabilities, Elementary School Students, Comparative Analysis, Computation, Numeracy, Congenital Impairments, Individual Characteristics, Elementary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A