Arithmetic Automatization Failure in Children with Attention and Reading Disorders: Associations and Sequela

Ackerman, Peggy T.; Anhalt, Jean; Dykman, Roscoe A.

doi:10.1177/002221948601900409

Cited by 87 publications

(55 citation statements)

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“…Even in the 13-to 18-year-old age group 85% of the dyslexic children had problems, in contrast only 53% of the normally developing children did. Ackerman, Anhalt, and Dykman (1986) examined the mental arithmetic skills of reading disabled children aged between 8 and 12 years. The reading-disabled children and a group of normally developing controls were asked to say whether visually presented sums were correct as quickly as they could.…”

Section: Number Fact Recall Difficultiesmentioning

confidence: 99%

Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia

2007

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We review significant empirical studies of the arithmetic abilities of children with dyslexia. These studies suggest that the academic impairments of children with dyslexia are not limited to reading and spelling, but also include aspects of mathematics. A consistent finding across a number of studies is that children with dyslexia have difficulty recalling number facts. The results of the reviewed studies are analysed, both in terms of the weak phonological representations hypothesis, and the triple-code theory of mathematical cognition. It is suggested that the phonological processing deficits of individuals with dyslexia impair aspects of mathematics that rely on the manipulation of verbal codes (e.g. counting speed, number fact recall), whilst other aspects of mathematics that are less reliant on verbal codes (e.g. estimation, subitising) are unimpaired. Suggestions for testing this hypothesis are put forward.

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Section: Number Fact Recall Difficultiesmentioning

confidence: 99%

Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia

2007

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“…Ackerman et al 19 demonstrated that students with attentional deficits had delayed automatization of recall of arithmetic facts, which presaged later arithmetical difficulties. They also showed that many children with attentional difficulties with normal reading ability exhibited delayed automatization of number facts early in their school careers.…”

Section: Dyscalculia Subtypesmentioning

confidence: 99%

Impact of attentional dysfunction in dyscalculia

Lindsay

Tomazic²,

Levine

et al. 1999

Develop Med Child Neuro

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Significant educational delays, even in the absence of cognitive-processing deficits, can be attributed to the inability to sustain attention 1 . The relation between dyslexia and attention deficits is well established 2,3 . Although research on the relation between dyscalculia and attention deficits is limited, evidence is mounting for a pivotal relation between these two disorders. Indeed, attention deficits may be more strongly associated with dyscalculia than with dyslexia.The prevalence of dyscalculia in school-age children has been found to be at least 6% [4][5][6] . Studies have shown that some overlap between dyscalculia and dyslexia occurs. In one USA study, 6.4% of students aged 6 to 14 years had dyscalculia, 3.7% of whom had delayed skills in mathematics alone, while 2.7% had delayed skills in both reading and mathematics 5 . Several of these population studies have shown that attention deficits may be more strongly associated with dyscalculia than with dyslexia. In a non-referred cohort of 3029 Israeli 11-year-old school children, 185 (6.5%) were diagnosed with dyscalculia 6 , 26% of whom had symptoms of attention-deficit-hyperactivity disorder (ADHD). In a non-referred sample of students in Connecticut aged between 7 1 ⁄ 2 and 9 1 ⁄ 2 years, only 15% of the children diagnosed with dyslexia also exhibited inattention 3 .Relations between attention and reading While ADHD can exacerbate the severity and impact of dyslexia, these two disorders appear to have different etiologies 2,7 . Dyslexia is now considered to be most highly associated with disorders of phonological awareness; attentional disorders have only a limited association with such phonological deficits 8 .Pervis and Tannock 9 examined both the pragmatic and semantic language abilities of children with ADHD as well as the impact of concurrent reading disability (RD) on their performance. A total of four groups was examined: students with ADHD-only, RD-only, ADHD + RD, and a control group. Language abilities were investigated using a task that required recall of a lengthy narrative, and tests that assessed knowledge of the semantic aspects of language. The results generated two central findings: regardless of their RD status, children with ADHD exhibited difficulties in organizing and monitoring their story retelling; and regardless of their ADHD status, children with RD demonstrated deficits in receptive and expressive semantic language abilities. Thus the language problems encountered by children with ADHD without RD appear to reflect difficulties with language use (i.e. pragmatics) rather than deficits in the basic subsystems of language.Deficits in executive functions, the regulatory processes responsible for organizing and monitoring the processing of information and mobilizing attention, appear to account for these pragmatic difficulties encountered by children with ADHD. Shaywitz et al. 10 found that when children with comorbidity for RD and ADHD were examined, both the linguistic deficits associated with RD and the behavioral charact...

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“…Um conjunto de investigações (Ackerman, Anhalt, & Dykman, 1986;Benedetto-Nasho & Tannock, 1999;Kaufmann & Nuerk, 2008;Lindsay et al, 2001;MirandaCasas, Alba, & Taverner, 2009) apontam como principal característica dos problemas de cálculo associados ao TDAH, a escassa representação e/ou inibição deficiente no acesso da memória semântica dos fatos aritméticos. Ou seja, há evidências de que o armazenamento e/ou o acesso automático e preciso dos fatos aritméticos básicos da memória de longo prazo, são habilidades prejudicadas em estudantes com TDAH (Miranda-Casas et al, 2009), principalmente as do subtipo desatento (TDAH-D) e combinado (TDAH-C; Marshall, Hynd, Handwerk, & Hall, 1997).…”

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“…Dessa forma, tanto os sintomas nucleares (desatenção, hiperatividade e impulsividade) quanto as disfunções executivas trazem implicações diretas no desenvolvimento de problemas acadêmicos, nesse grupo de estudantes. Por esse motivo, diferentes padrões de déficits aritméticos em estudantes com TDAH (com transtornos de aprendizagem e sem) têm sido investigados, tais como um acesso de fatos mais lento (Ackerman et al, 1986;Zentall, 1990) e a permanência no uso de procedimentos imaturos (Ackerman et al, 1986;BenedettoNasho & Tannock, 1999).…”

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Identificação dos procedimentos de contagem e dos processos de memória em crianças com TDAH

Costa¹,

Dorneles²,

Rohde³

2012

Psicol. Reflex. Crit.

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ResumoO armazenamento e/ou o acesso automático dos fatos aritméticos da memória de longo prazo têm sido apontados como habilidades prejudicadas em crianças com Transtorno de Déficit de Atenção/Hiperatividade (TDAH). Em vista disso, esses estudantes acabam por utilizar procedimentos de contagem mais imaturos do que seus pares sem dificuldades. O objetivo principal deste estudo foi identificar os procedimentos de contagem e os processos de memória utilizados por um grupo de 28 estudantes com diagnóstico de TDAH do tipo com predomínio de desatenção (TDAH-D) ou do tipo combinado (TDAH-C). Os resultados indicaram que os estudantes continuam usando procedimentos de contagem considerados imaturos além da série esperada e que, dentre os processos de memória, a decomposição foi o mais usado. Palavras-chave: TDAH, dificuldades aritméticas, fatos básicos, Educação Especial. AbstractThe storage and/or automatic and accurate access of basic facts of addition from the long term memory seem to be impaired in children with Attention Deficit/Hyperactivity Disorder (ADHD). As a result, such group of students ultimately uses more immature counting procedures than their peers without the disorder. The aim of this study is to identify and describe the counting procedures and memory processes used by a group of 28 students, aged between 8 and 14 years old, with ADHD predominantly inattentive type (ADHD-PI) or combined type (ADHD-C). The results indicated that students with ADHD were still using counting procedures considered immature for the expected grade and that, among the memory processes, the decomposition was the most used one.

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Arithmetic Automatization Failure in Children with Attention and Reading Disorders: Associations and Sequela

Cited by 87 publications

References 0 publications

Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia

Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia

Impact of attentional dysfunction in dyscalculia

Identificação dos procedimentos de contagem e dos processos de memória em crianças com TDAH

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