Differences in the Mathematics-Vocabulary Knowledge of Fifth-Grade Students With and Without Learning Difficulties

被引：46

作者：

Forsyth, Suzanne R. ^{[1
]}

Powell, Sarah R. ^{[2
]}

机构：

[1] Univ Texas Austin, Austin, TX 78712 USA

[2] Univ Texas Austin, Dept Special Educ, Austin, TX 78712 USA

来源：

LEARNING DISABILITIES RESEARCH & PRACTICE | 2017年 / 32卷 / 04期

关键词：

CURRICULUM-BASED MEASUREMENT; WORKING-MEMORY; SELECTIVE METAANALYSIS; READING-DISABILITY; EARLY NUMERACY; CHILDREN; INSTRUCTION; SKILLS; PROFILES; LANGUAGE;

D O I：

10.1111/ldrp.12144

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The purpose of this pilot study was to explore the impact of mathematics and reading learning difficulties on the mathematics-vocabulary understanding of fifth-grade students. Students (n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and general vocabulary measures, students were categorized with no learning difficulty (i.e., typical), mathematics difficulty without reading difficulty (MD-only), reading difficulty without mathematics difficulty (RD-only), and combined mathematics and reading difficulties (MDRD). On the mathematics-vocabulary measure, students with MD-only or RD-only scored significantly lower than typical students, and students with MDRD demonstrated significantly lower performance than students with MD-only or RD-only.

引用

页码：231 / 245

页数：15

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