A systematic procedure for identifying and classifying children with Dyscalculia among primary school children in India

Ramaa, S.; Gowramma, I.P.

doi:10.1002/dys.214

Cited by 72 publications

(53 citation statements)

References 33 publications

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“…This prevalence rate has been reported by researchers across the globe (Gross-Tsur, Manor, & Shalev, 1996;Ramaa & Gowramma, 2002), as reviewed elsewhere (Shalev, Auerbach, Mannor, & Gross-Tsur, 2000). Moreover, results from the first population-based prevalence study in the United States suggest that the cumulative incidence of math learning disability (MLD) ranges from 6 percent to 14 percent, depending on how MLD is defined (Barbaresi, Katusic, Colligan, Weaver, & Jacobson, 2005).…”

Section: Introductionsupporting

confidence: 76%

Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability

Garrett

Mazzocco

Baker

2006

Learning Disabil Res Pract

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Metacognition refers to knowledge about one's own cognition. The present study was designed to assess metacognitive skills that either precede or follow task engagement, rather than the processes that occur during a task. Specifically, we examined prediction and evaluation skills among children with (n = 17) or without (n = 179) mathematics learning disability (MLD), from grades 2 to 4. Children were asked to predict which of several math problems they could solve correctly; later, they were asked to solve those problems. They were asked to evaluate whether their solution to each of another set of problems was correct. Children's ability to evaluate their answers to math problems improved from grade 2 to grade 3, whereas there was no change over time in the children's ability to predict which problems they could solve correctly. Children with MLD were less accurate than children without MLD in evaluating both their correct and incorrect solutions, and they were less accurate at predicting which problems they could solve correctly. However, children with MLD were as accurate as their peers in correctly predicting that they could not solve specific math problems. The findings have implications for the usefulness of children's self-review during mathematics problem solving.Approximately 6 percent of school-age children are identified as having difficulties in mathematics that cannot be attributed to having low intelligence, a sensory deficit, or lack of economic resources (Badian, 1983;Lyon, 1996). This prevalence rate has been reported by researchers across the globe (Gross-Tsur, Manor, & Shalev, 1996;Ramaa & Gowramma, 2002), as reviewed elsewhere (Shalev, Auerbach, Mannor, & Gross-Tsur, 2000). Moreover, results from the first population-based prevalence study in the United States suggest that the cumulative incidence of math learning disability (MLD) ranges from 6 percent to 14 percent, depending on how MLD is defined (Barbaresi, Katusic, Colligan, Weaver, & Jacobson, 2005). Although MLD affects many students, the phenomenon is not well understood (e.g., Butterworth, 2005;Gersten, Jordan, & Flojo, 2005;Mazzocco, 2005). Unlike research in reading disabilities (RD), the field of MLD research has a briefer history, making it more difficult to clearly define what constitutes MLD, and how MLD should be assessed. No core deficit for MLD has been identified; indeed, it may be impossible to do so, given the wide ranging skills related to poor math performance (Geary, 2004). Yet information about MLD is needed to inform the practices of early identification, intervention, or instructional modifications of children with persistent difficulty in mathematics.Requests for reprints should be sent to Dr. Michèle M. M. Mazzocco, Director, Math Skills Development Project, 3825 Greenspring Avenue, Painter Building, Baltimore, MD 21211. Electronic inquiries may be sent to mazzocco@kennedykrieger.org. NIH Public Access Author ManuscriptLearn Disabil Res Pract. Author manuscript; available in PMC 2010 January 14. NIH-PA Aut...

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Section: Introductionsupporting

confidence: 76%

Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability

Garrett

Mazzocco

Baker

2006

Learning Disabil Res Pract

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“…Ramaa (2002) states that dyscalculia's comorbidity with ADHD or dyslexia occurs in approximately one quarter of cases although comorbidity with dyslexia appears to produce the most profound impairments when compared to those with dyscalculia alone, or those with dyscalculia and ADHD. However, it is vitally important to have clear diagnostic criteria in order to understand the prevalence of dyscalculia (Devine et al, 2013).…”

Section: Dyscalculiamentioning

confidence: 99%

“…The results indicated that all students had serious difficulty in arithmetic. However, no attempt was made in the study to identify the factors responsible for these difficulties; as a result, there could have been some percentage of children showing the specific syndrome of developmental dyscalculia among the subjects (Ramaa & Gowramma, 2002). Researchers have reported that between 70% and 80% of South African primary school children, overwhelmingly from disadvantaged schools, are completing their primary schooling acquiring only a rudimentary knowledge and understanding of mathematics and have limited proficiency in even basic arithmetic (Kay & Yeo, 2012).…”

Section: Introductionmentioning

confidence: 99%

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A systematic review of interventions for children presenting with dyscalculia in primary schools

Monei

Pedro

2017

Educational Psychology in Practice

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ii DeclarationI declare that the current study A systematic Review of interventions for children presenting with dyscalculia in primary schools is my own work. It has not been submitted before any degree or examination in any university, and that all the sources I have sued have been indicated and acknowledged as complete references. t.monei Thato Omphemetse MoneiNov 2015iii ACKNOWLEDGEMENTS I firstly take this moment to thank, appreciate and acknowledge my Lord and personal Saviour for the divine knowledge, wisdom and understanding that He bestowed within me throughout the whole process of compiling this thesis towards its completion.I dedicate the study to my dear husband Pastor Daniel Monei for the support and encouragement he has always given me even when I felt like giving up. I most of all appreciate him for releasing me to come and further my studies in another country whilst he takes care of our daughter, baby Meekaiyah and in that I appreciate our baby girl for her kind heart in releasing mommy out for a season.

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“…The incidence of dyslexia has been reported to be 2-18% in primary school children in India, of dysgraphia 14%, and of dyscalculia 5.5%. [1][2][3] Learning disorders are not pure syndromes. They are developmental disorders and are multidimensional in nature.…”

Section: Introductionmentioning

confidence: 99%

Clinical profile of children with specific learning disability presenting to a psychiatric clinic

John¹,

Dharwadkar²,

At³

2018

Int J Med Sci Public Health

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A systematic procedure for identifying and classifying children with Dyscalculia among primary school children in India

Cited by 72 publications

References 33 publications

Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability

Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability

A systematic review of interventions for children presenting with dyscalculia in primary schools

Clinical profile of children with specific learning disability presenting to a psychiatric clinic

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