The Relationship of Visuospatial Skills and Verbal Ability to Learning Disabilities in Mathematics

McLeod, Terry M.; Crump, W. Donald

doi:10.1177/002221947801100408

Cited by 19 publications

(9 citation statements)

References 2 publications

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“…After covarying for both IQ and SES, multivariate tests remained significant, and post hoc differences did not change significantly. The finding that children with MLD have significantly more problems with visual perception in comparison with control children was in line with some studies (e.g., Mazzocco & Myers, 2003;McLeod & Crump, 1978) but not with others (e.g., Geary et al, 2000;Morris et al, 1998;. A possible explanation for these contrasting findings could be the different paradigms used in these studies.…”

Section: Performance On the Vmisupporting

confidence: 86%

Behind mathematical learning disabilities: What about visual perception and motor skills?

Pieters

Desoete

Roeyers

et al. 2012

Learning and Individual Differences

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Section: Performance On the Vmisupporting

confidence: 86%

Behind mathematical learning disabilities: What about visual perception and motor skills?

Pieters

Desoete

Roeyers

et al. 2012

Learning and Individual Differences

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“…Several hypotheses have been proposed to account for mathematical disabilities, including poor motivation (see Geary, 1993); deficits in verbal ability (Lansdown, 1978;McLeod & Crump, 1978;Muth, 1984); automaticity deficits in basic arithmetic oper-ations (Kirby & Becker, 1988); and genetic predisposition (Barakat, 1951;Burt, 1949;Husen, 1959;Kosc, 1974).…”

Section: Mathematics Disabilitymentioning

confidence: 99%

Comorbidity of Reading and Mathematics Disabilities

1995

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Although children with learning disabilities frequently manifest comorbid reading and mathematics deficits, the cause of this comorbidity is unknown. To assess the extent to which comorbidity between reading and mathematics deficits is due to genetic and environmental influences, we conducted a twin study of reading and mathematics performance. Data from 148 identical and 111 fraternal twin pairs in which at least one member of the pair had a reading disability were subjected to a cross-concordance analysis and also fitted to a bivariate extension of the basic multiple regression model for the analysis of selected twin data. Results of these analyses suggest that genetic and shared-environmental influences both contribute to the observed covariance between reading and mathematics deficits.

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“…Arithmetic deficits may arise from difficulty in ARITHMETIC PERFORMANCE IN TOURETTE SYNDROME 411 visuospatial processing. Data from a number of studies have indicated that TS is associated with poorly developed visuospatial skills (Como, 2001;Schultz et al, 1998) while studies with normal and math-disabled children have demonstrated the importance of spatial skills for arithmetic performance (McLeod & Crump, 1978;Rourke & Finlayson, 1978;Solan, 1987). Although a few researchers have suggested a possible link between weaknesses in visuospatial skills and the math problems commonly observed in individuals with TS (Brookshire et al, 1994;Incagnoli & Kane, 1983;Matthews, 1988), the actual relationship between these variables has not been established empirically.…”

Section: Introductionmentioning

confidence: 99%

Arithmetic performance in children with Tourette syndrome: Relative contribution of cognitive and attentional factors

Huckeba¹,

Chapieski

Hiscock

et al. 2008

Journal of Clinical and Experimental Neuropsychology

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The study addressed the issue of arithmetic deficiencies in children with Tourette syndrome (TS) as well as explanations for such deficiencies. A total of 47 children with TS were assigned to three subgroups based on a composite attention score from the Test of Variables of Attention (TOVA). These children, along with 17 normal controls between 8 and 16 years of age, were tested on standardized measures of IQ, attention, visuospatial ability, and arithmetic achievement. The children also were administered an experimental calculation task with two levels of structure. Children with TS scored below controls on tests of IQ, attention, and arithmetic achievement but not visuospatial ability. The TS subgroup with the greatest impairment of attention accounted for most of the differences in arithmetic achievement. Regression analysis, based on the 47 children with TS, indicated that IQ and TOVA scores were the best predictors of arithmetic achievement. Likewise, the experimental calculation task indicated that the poor performance of some children with TS could be attributed to deficient attention. Irrespective of structure, children in the TS subgroup with the greatest attentional impairment made more attention (but not visuospatial) errors than did controls on the experimental task. Thus, on both the standardized and the experimental tasks, poor arithmetic skill was found only in children with TS who had significant attentional deficits.

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The Relationship of Visuospatial Skills and Verbal Ability to Learning Disabilities in Mathematics

Cited by 19 publications

References 2 publications

Behind mathematical learning disabilities: What about visual perception and motor skills?

Behind mathematical learning disabilities: What about visual perception and motor skills?

Comorbidity of Reading and Mathematics Disabilities

Arithmetic performance in children with Tourette syndrome: Relative contribution of cognitive and attentional factors

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