Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

Abstract

Errors in written multi-digit computation were investigated in children with math difficulties. Third-and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities.

Examination of Addition and Subtraction Performances of Students with and without Learning Disabilities

“…This result is consistent with the results reported in the literature (Engelhard, 1977;Jordan & Hanich, 2003;Leopare, 1979;Raghubar et al, 2009;Reysa, 1995). Students with learning disabilities and mathematics difficulties in this study made similar errors in written administrations.…”

Alterações Fonoaudiológicas no Transtorno de Déficit de Atenção e Hiperatividade: revisão sistemática de literatura

“…Analysis of the second thematic axis, concerning studies that used both Speech-language Pathology and Neuropsychology assessments of ADHD, revealed 17 articles (14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30) , which assessed not only the Speech-language Pathology disorders observed in ADHD, but also the aspects related to neuropsychological performance, through specific tests and scales of evaluation of the disorder. Among the studies included in this theme axis, eight addressed reading difficulties (15,17,18,20,25,(28)(29)(30) ; two dealt with difficulties of math and reading (14,21) ; three had the relation between cerebral structures and the alterations of language as their main focus (16,19,27) ; one addressed neuropsychological performance in the inattentive and combined subtypes (24) ; one evaluated performance in executive and central coherence tasks (22) ; one focused on the perception of time, phonological skills, and executive function in ADHD (26) ; and one investigated fine motor, sensory and perceptual functions (23) .…”

“…Among the studies included in this theme axis, eight addressed reading difficulties (15,17,18,20,25,(28)(29)(30) ; two dealt with difficulties of math and reading (14,21) ; three had the relation between cerebral structures and the alterations of language as their main focus (16,19,27) ; one addressed neuropsychological performance in the inattentive and combined subtypes (24) ; one evaluated performance in executive and central coherence tasks (22) ; one focused on the perception of time, phonological skills, and executive function in ADHD (26) ; and one investigated fine motor, sensory and perceptual functions (23) . Regarding reading difficulties in ADHD, the importance of word recognition and decoding and reading speed for text comprehension was discussed in a study conducted in the United States (15) .…”

“…Regarding difficulties in mathematics and reading, two studies (14,21) addressed the coexistence of these difficulties in ADHD. In one of them (14) , the researchers discuss performance in multi-digit arithmetic in children with difficulties in mathematics.…”

“…In one of them (14) , the researchers discuss performance in multi-digit arithmetic in children with difficulties in mathematics. The performance mentioned by the authors includes comprehension of the types of errors committed and the understanding that these errors may vary as a function of reading, severity of problems in mathematics, or presence of attention problems.…”