Mathematical thinking in second grade children with different forms of LD

被引:164
作者
Jordan, NC [1 ]
Hanich, LB [1 ]
机构
[1] Univ Delaware, Sch Educ, Newark, DE 19716 USA
关键词
D O I
10.1177/002221940003300605
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
Based on their performance on a standardized achievement test, second-grade children (N = 49) were classified as having mathematics difficulties with normal reading achievement (MD only), both mathematics and reading difficulties (MD/RD), reading difficulties with normal mathematics achievement (RD only) and normal mathematics and reading achievement (NA). Each child was given a series of tasks so that we might assess their thinking across four areas of mathematics: number facts, story problems, place value, and written cal culation. Children with MD/RD performed significantly worse than NA children in most areas of mathematical thinking, whereas children with MD only performed worse than NA children only on complex story problems. The MD-only group outperformed the MD/RD group on story problems and written calculation. No significant differences were found between the RD-only and NA groups on any of the tasks. The results suggested that among children with mathematics difficulties, the MD/RD subgroup is distinct from the MD-only subgroup, with the former being characterized by pervasive deficiencies in mathematical thinking and the latter by more specific deficits in problem solving.
引用
收藏
页码:567 / 578
页数:12
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