The mental and written arithmetic abilities of adults with dyslexia

Simmons, Fiona R.; Singleton, Chris

doi:10.1002/dys.312

Cited by 31 publications

(49 citation statements)

References 26 publications

(40 reference statements)

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“…This patient had no other difficulties in calculation and her number processing skills were normal. Simmons and Singleton (2006) provided the first systematic investigation of different single-digit arithmetic operations, comprising addition, subtraction and multiplication, in university students with developmental dyslexia. They showed that these students were less accurate in subtraction and multiplication.…”

Section: Introductionmentioning

confidence: 99%

Phonological processing and arithmetic fact retrieval: Evidence from developmental dyslexia

2010

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a b s t r a c tThe triple-code model, cognitive neuroimaging and developmental behavioral data suggest a specific association between phonological processing and arithmetic fact retrieval. Accordingly, individuals with deficits in phonological processing, such as individuals with developmental dyslexia, are expected to show difficulties in arithmetic fact retrieval. The present study tested this proposal in 25 adults with developmental dyslexia and 25 matched controls by examining strategy use during single-digit multiplication and subtraction and its associations with phonological processing. Findings revealed that individuals with dyslexia retrieved fewer arithmetic facts from memory and were less efficient in doing so. At the same time, they showed deficits in phonological processing. Phonological processing, particularly phonological awareness, was related to arithmetic fact retrieval. This association was especially prominent in multiplication, indicating that fact retrieval in multiplication rather than subtraction is mediated by phonological processes. These data provide ground for future neuroimaging studies, who should examine the neural overlap between phonological processing and multiplication fact retrieval in the same sample of participants.

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Section: Introductionmentioning

confidence: 99%

Phonological processing and arithmetic fact retrieval: Evidence from developmental dyslexia

2010

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“…Whereas several studies have examined children with comorbid dyslexia and dyscalculia (Jordan, Hanich, & Kaplan, 2003;Rousselle & Noël, 2007), fewer have examined arithmetical skills in people with dyslexia without dyscalculia (Simmons & Singleton, 2006). A recent review by Simmons and Singleton (2008) suggests a specific link between dyslexia and arithmetical performance.…”

Section: Introductionmentioning

confidence: 99%

“…These authors argue that the weak phonological representations of individuals with dyslexia might have an impact on those aspects of arithmetic that involve the manipulation of verbal representations of number, such as the retrieval of arithmetic facts. Although this has been examined in adult dyslexics (Simmons & Singleton, 2006), there are currently no studies available that have systematically tested this hypothesis in children. This was the aim of the present study.…”

Section: Introductionmentioning

confidence: 99%

“…Snowling, 2000) and abnormalities in the left perisylvian language areas (see Temple, 2002, for review), it can be hypothesized that dyslexics show poorer performance in multiplication than in subtraction. Simmons and Singleton (2006) provided the first systematic data on different arithmetic operations in dyslexia. They showed that adults with dyslexia were less accurate in multiplication and subtraction.…”

Section: Introductionmentioning

confidence: 99%

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Single‐digit arithmetic in children with dyslexia

Boets

Smedt

2010

Dyslexia

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It has been suggested that individuals with dyslexia show poorer performance on those aspects of arithmetic that involve the manipulation of verbal representations, such as the use of fact retrieval strategies. The present study examined this in 13 children with dyslexia who showed normal general mathematics achievement and 16 matched controls. All children completed a multiplication and a subtraction task, which were specifically designed to elicit the use of retrieval and procedural strategies, respectively.Our findings revealed that despite normal mathematics achievement, children with dyslexia were less accurate and slower in single-digit arithmetic, particularly in multiplication. The reaction time data revealed an interesting group by operation interaction. Control children were significantly faster in multiplication than in subtraction, whereas no such operation effect was found in children with dyslexia. This suggests that in multiplication children with dyslexia used less retrieval or less efficient retrieval (or both). This is in line with the hypothesis that children with dyslexia may have difficulties with the verbal aspects of number and arithmetic, as retrieval strategies depend upon phonological representations in long-term memory.

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“…Dyslexia is a common learning disability which may persist into adulthood (Bruck, 1993;Díaz, 2007;Gregg, 2007;Simmons & Singleton, 2006) and is specifically referred to the manifestation of different difficulties in reading. University students with this type of disability may experience difficulties during their academic careers, since reading is the basis of most, if not all, formal educational processes and has significant importance in many learning domains.…”

Section: Palavras-chavementioning

confidence: 99%