Factors Associated with Arithmetic-and-Reading Disability and Specific Arithmetic Disability

Abstract

Factors associated with arithmetic-and-reading disability and specific arithmetic disability were investigated in a large sample of representative New Zealand children. Evidence was sought for Rourke's hypothesis (Rourke & Finlayson, 1978;Rourke & Strang, 1978) that these two types of arithmetic disability show reverse patterns of strengths and weaknesses with regard to verbal and nonverbal skills. This "crossover" effect was clearly evident for boys but noticeably absent for girls. When compared to a nondisabled control group, arithmetic-and-reading disabled boys showed deficits primarily, but not exclusively, on verbal tasks. Girls with arithmetic-and-reading disability were best characterized as showing a general (verbal and nonverbal) deficit. In specific arithmetic disabled boys there was evidence of predominantly nonverbal but also verbal deficits while girls with specific arithmetic disability did not differ from the control group on any of the measures included in this study.

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

“…98% (15 out of 251 referred cases) (Ramaa, 1990) and 5.54% (78 out of 1408 students) (Gowramma, 2000), respectively. These figures are similar to those found by Baker and Cantwell (1985), Garnett and Fleischner (1987), Kosc (1974), Share et al (1988). This indicates that both the procedures are valid in spite of slight variations between them.…”

“…Thus, any one of the procedures can be adopted while identifying and classifying dyscalculic children in classroom, depending upon the purpose. Share et al (1988) reported a male-to-female ratio of 1.7:1 for children with specific arithmetic difficulties. The ratio observed in the present study was closer to 1:1.…”

Mathematical performance predicts progress in reading comprehension among 7-year olds

“…There are a substantial number of cross-sectional studies showing that mathematical performance and reading skills are associated (Geary, 1993;Hecht et aI., 2001;Jordan, Kaplan, & Hanich, 2002;Jordan, Hanich, & Kaplan, 2003;Muth, 1984;Share et al, 1988;Sovik et al, 1999). The present cross-lagged longitudinal study examined prospective relationships between mathematical performance and reading comprehension during the first and second years of primary school.…”

10.5937/mckg48-3905 = Influence of dominant laterality limbs and senses on dyscalculia

“…Prevalenca poremećaja je različita, zavisi od primenjenih kriterijuma i kreće se od 1% do 6,5% (13)(14)(15)(16). Novija istraživanja pokazuju da se njena prevalenca kreće i do 9,9% (17).…”

“…Testiranjem su bile obuhvaćene sve gradske, prigradske i seoske škole. Metod studije bio je, generalno, zasnovan na dizajnu prethodnih, sličnih istraživanja (14,15,17).…”