TY - JOUR
T1 - First-grade predictors of mathematical learning disability
T2 - A latent class trajectory analysis
AU - Geary, David C.
AU - Bailey, Drew H.
AU - Littlefield, Andrew
AU - Wood, Phillip
AU - Hoard, Mary K.
AU - Nugent, Lara
N1 - Funding Information:
Geary acknowledges support from grants R01 HD38283 from the National Institute of Child Health and Human Development (NICHD) and R37 HD045914 co-funded by NICHD and the Institute of Educational Sciences . Little acknowledge training-grant support from T32 AA13526 from the National Institute on Alcohol Abuse and Alcoholism Grants awarded to Kenneth J. Sher. We thank Linda Coutts, Shirley Brewer, Rachel Christensen, Jennifer Byrd-Craven, Kendra Cerveny, Mike Coutts, Sara Ensenberger, Nicholas Geary, Nancy Goodale, Larissa Haggard, Rebecca Hale, DJ Jordan, Mary Lemp, Patrick Maloney, Rehab Mojid, Cy Nadler, Chattavee Numtee, Catherine Ford O’Connor, Amanda Shocklee, Jennifer Smith, Ashley Stickney, Jasmine Tilghman, and Katherine Waller for help on various aspects of the project.
PY - 2009
Y1 - 2009
N2 - Kindergarten to third grade mathematics achievement scores from a prospective study of mathematical development (n = 306) were subjected to latent growth trajectory analyses. The four corresponding classes included children with mathematical learning disability (MLD, 6% of sample), and low (LA, 50%), typically (TA, 39%) and high (HA, 5%) achieving children. The groups were administered a battery of intelligence (IQ), working memory, and mathematical-cognition measures in first grade. The children with MLD had general deficits in working memory and IQ and potentially more specific deficits on measures of number sense. The LA children did not have working memory or IQ deficits but showed moderate deficits on these number sense measures and for addition fact retrieval. The distinguishing features of the HA children were a strong visuospatial working memory, a strong number sense, and frequent use of memory-based processes to solve addition problems. Implications for the early identification of children at risk for poor mathematics achievement are considered.
AB - Kindergarten to third grade mathematics achievement scores from a prospective study of mathematical development (n = 306) were subjected to latent growth trajectory analyses. The four corresponding classes included children with mathematical learning disability (MLD, 6% of sample), and low (LA, 50%), typically (TA, 39%) and high (HA, 5%) achieving children. The groups were administered a battery of intelligence (IQ), working memory, and mathematical-cognition measures in first grade. The children with MLD had general deficits in working memory and IQ and potentially more specific deficits on measures of number sense. The LA children did not have working memory or IQ deficits but showed moderate deficits on these number sense measures and for addition fact retrieval. The distinguishing features of the HA children were a strong visuospatial working memory, a strong number sense, and frequent use of memory-based processes to solve addition problems. Implications for the early identification of children at risk for poor mathematics achievement are considered.
UR - http://www.scopus.com/inward/record.url?scp=71549172499&partnerID=8YFLogxK
U2 - 10.1016/j.cogdev.2009.10.001
DO - 10.1016/j.cogdev.2009.10.001
M3 - Article
AN - SCOPUS:71549172499
SN - 0885-2014
VL - 24
SP - 411
EP - 429
JO - Cognitive Development
JF - Cognitive Development
IS - 4
ER -