Detecting Children With Arithmetic Disabilities From Kindergarten: Evidence From a 3-Year Longitudinal Study on the Role of Preparatory Arithmetic Abilities

Abstract

In a three-year longitudinal study 471 children were classified, based on their performances on arithmetic tests in first and second grade, as having persistent arithmetic disabilities (AD), persistent low achieving (LA), persistent typical achieving, inconsistent arithmetic disabilities (DF1) or inconsistent low achieving in arithmetic. Significant differences in the performances on the magnitude comparison in kindergarten (at age 5 to 6) were found between the AD and LA and between the AD and DF1 groups. Evidence from a three year longitudinal study on the role of preparatory arithmetic abilities

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses

“…They can identify a particular number symbol from a collection of number symbols and name a number when shown that symbol (Clarke and Shinn 2004;Gersten et al 2005;Van de Rijt et al 1999;Yang and Li 2008). Children who experience difficulty with number recognition tend to experience later mathematical problems (Lemke and Foegen 2009), particularly with subitising (Koontz and Berch 1996;Stock et al 2010). Alternatively, children who are able to recognise numbers are more able to manage multi-digit arithmetic than those who cannot (Desoete et al 2012;Krajewski and Schneider 2009).…”

“…It entails counting to twenty and back or counting upwards and backwards from an arbitrary starting point (Jordan and Levine 2009;Lipton and Spelke 2005), knowing that each number occupies a fixed position in the sequence of all numbers (Griffin 2004). Counting skills underpin arithmetical competence in general (Gersten et al 2005;Passolunghi et al, 2007;Stock et al, 2010) and mental arithmetical competence in particular (Lyons and Beilock 2011).…”

“…In particular, children who are magnitude aware have moved beyond counting as "a memorized list and a mechanical routine, without attaching any sense of numerical magnitudes to the words" (Lipton and Spelke 2005, p. 979). Moreover, magnitude awareness has been shown to be a predictor, irrespective of ability or age, of more general mathematical achievement (Aunio and Niemivirta 2010;De Smedt et al 2013;Desoete et al 2012;Holloway and Ansari 2009;Nan et al 2006;Stock et al 2010). …”

Behavioral inhibition in children with learning disabilities

“…Children have to solve as many items as possible in five minutes; they can work one minute on every colon. The TTR is a standardized test that is frequently used in Flemish education as a measure of number fact retrieval (e.g., Stock, Desoete, & Roeyers, 2010).…”

“…The KRT-R is frequently used in Flemish education as a measure of procedural mathematical skills (e.g., Stock et al, 2010).…”