Persistent arithmetic, reading, or arithmetic and reading disability

Abstract

The achievement of 1,075 school children was followed to the end of grade 7 or 8. Retrospective details of birth, medical history, and infant adaptive behavior, as well as current information about preschool behavior, were provided by parents before kindergarten entry when their children were ages four to five. At that time, each child was given language, preacademic, and visual-motor tests, and a short-form verbal IQ was obtained. For grades 1 to 8, a mean 6.9 percent qualified as low in arithmetic (including 3.9 percent low only in arithmetic) and 9 percent as low in reading (including 6 percent low only in reading). Groups of children with persistent disability in arithmetic only (2.3 percent), reading only (6.6 percent), and arithmetic plus reading (3.4 percent) were compared on all variables, and gender differences were examined. The specific arithmetic group was superior to the other two groups in preschool verbal IQ and language, and had suffered more birth problems and illness. As found by Rourke and his colleagues (e.g., Rourke and Finlayson 1978) for older children, boys with a specific arithmetic disability showed a preschool profile with high verbal scores and low nonverbal scores. Many gender differences were found for the total sample, but few for the learning disability subgroups.

Impairment of Arabic- and spoken-number processing in children with mathematical learning disability

“…As presented in the introduction, the co-occurrence of MLD with other cognitive and linguistic disorders is very common (Badian, 1999). As a whole, this sample is representative of the population with MLD usually found in the scientific literature (Geary, 1993(Geary, , 2010: children of this group present with mathematical difficulties along with cognitive and linguistic impairment.…”

“…According to some researchers, MLD is a pure numerical deficit that can be observed in isolation in children (Badian, 1999;Wilson & Dehaene, 2007).…”

“…Indeed, children with MLD frequently present with a verbal short term memory deficit (Rotzer et al, 2009), a visuospatial short term memory deficit (Passolunghi & Cornoldi, 2008), or even a working memory deficit (i.e., executive control) (Geary et al, 2009). Furthermore, many of them present also with dyslexia (Badian, 1999), namely 43 to 65% according to Barbaresi et al (2005). It has been shown that children with reading difficulties could also have mathematics difficulties because of poor phonological abilities and poor verbal memory, or even poor reading comprehension (Landerl, Göbel, & Moll, 2013).…”

Effects of consistency and adequacy of language information on understanding elementary mathematics word problems

“…In the context of disabilities and dyslexia research, Badian (1999) has raised several important issues in her fairly comprehensive follow-up study of "persistent low school achievers" from about 1,000 children in each of Grades 1 to 8. She emphasizes the need to study those children with a disability only in reading or in arithmetic only, and those with disabilities in both subject areas.…”

Evidenzbasierte Interventionsansätze und forschungsbasierte Programme zur Förderung der Leseleistung bei Kindern und Jugendlichen mit Lesestörung – Ein systematischer Review

“…Etwa 3-8 % der Kinder und Jugendlichen erleben deutliche Schwierigkeiten beim Erlernen des Lesens (Lewis et al 1994;Badian 1999;Dirks et al 2008;Landerl und Moll 2010;Moll et al 2014). Die Lesestörung beeinflusst die Leistungsfähig-keit der Betroffenen in allen Unterrichtsfächern, die ohne wirksame Förderung meist dauerhaft bestehen bleibt (McGee et al 2002;Landerl und Wimmer 2008) und somit den gesamten Schulverlauf, Schulabschluss und die berufliche Zukunft der Kinder und Jugendlichen gefährdet (Esser et al 2002;Korhonen et al 2014).…”