Gender differences in developmental dyscalculia depend on diagnostic criteria

Abstract

Developmental dyscalculia (DD) is a learning difficulty specific to mathematics learning. The prevalence of DD may be equivalent to that of dyslexia, posing an important challenge for effective educational provision. Nevertheless, there is no agreed definition of DD and there are controversies surrounding cutoff decisions, specificity and gender differences. In the current study, 1004 British primary school children completed mathematics and reading assessments. The prevalence of DD and gender ratio were estimated in this sample using different criteria. When using absolute thresholds, the prevalence of DD was the same for both genders regardless of the cutoff criteria applied, however gender differences emerged when using a mathematics-reading discrepancy definition. Correlations between mathematics performance and the control measures selected to identify a specific learning difficulty affect both prevalence estimates and whether a gender difference is in fact identified. Educational implications are discussed.

Individual variance in responsiveness to early computerized mathematics intervention

“…Finally, the variation in findings concerning gender differences seems to be dependent on the analyses methods used (Devine, Soltész, Nobes, Goswami, & Szücs, 2013). However, the frequency of girls and boys defined as having DD or MD does not suggest under-or over-representation (e.g., Devine et al, 2013;von Aster, 2000).…”

“…However, some studies have shown no gender effect on early number skills performance (e.g., , and no gender differences in predictions to later achievement level (Duncan et al, 2007;Jordan et al, 2006Jordan et al, , 2007Lepola, Niemi, Kuikka, & Hannula, 2005;Mazzocco & Thompson, 2005). Finally, the variation in findings concerning gender differences seems to be dependent on the analyses methods used (Devine, Soltész, Nobes, Goswami, & Szücs, 2013). However, the frequency of girls and boys defined as having DD or MD does not suggest under-or over-representation (e.g., Devine et al, 2013;von Aster, 2000).…”

Subtypes and comorbidity in mathematical learning disabilities

“…The lack of agreement on criterion validity causes variability in measuring the prevalence of MLD. A recent review of 17 prevalence studies found that estimates ranged between 1.3% and 10.3% (À2 SD to À0.68 SD below the mean in terms of a normal distribution), and their mean was about 5-6% (Devine et al, 2013). The above makes it clear that the often-mentioned heterogeneity of MLD is partly a consequence of the heterogeneous (explicit or implicit) MLD definitions studies use.…”

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

“…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).…”