Visual and Aural Short-Term Memory Capacity Deficits in Mathematics Disabled Students<sup>1</sup>

Webster, Raymond E.

doi:10.1080/00220671.1979.10885171

Cited by 18 publications

(11 citation statements)

References 32 publications

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“…This finding is consistent with the work of Fuchs et al (2005), which also did not find these cognitive skills predicted calculations among third graders. However, our finding contradicts most previous work showing the importance of working memory and language in calculations (Geary et al, 1991; Hitch & McAuley, 1991; LeFevre et al, 2010; Siegel & Linder, 1984; Webster, 1979; Wilson & Swanson, 2001). One possible explanation is that unlike most previous studies, our study and Fuchs et al (2005) examined the effects of working memory, language, and nonverbal reasoning on calculations with simultaneous consideration of other cognitive abilities and academic skills.…”

Section: Discussioncontrasting

confidence: 99%

“…It also enhances the likelihood of storage of the problem and its solution, thus strengthening the associations between problems and their answers in long-term memory. This in turn enables accurate and fast retrieval of calculation facts (e.g., automatic retrieval of 6 + 5 = 11) (e.g., Geary, Brown, & Samaranayake, 1991; Geary et al, 2004; Hitch & McAuley, 1991; Siegel & Linder, 1984; Webster, 1979; Wilson & Swanson, 2001). Moreover, in a recent consideration of dual process theory in reasoning and decision-making, Evans and Stanovich (2013) distinguished between rapid autonomous processing that produces “default” responses and higher order reasoning processes that require working memory resources.…”

Section: Domain-general Cognitive Skillsmentioning

confidence: 99%

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A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties

Peng

Namkung

Fuchs

et al. 2016

Journal of Experimental Child Psychology

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The purpose of this study was to explore domain-general cognitive skills, domain-specific academic skills, and demographic characteristics that are associated with calculation development from first through third grade among young children with learning difficulties. Participants were 176 children identified with reading and mathematics difficulties at the beginning of first grade. Data were collected on working memory, language, nonverbal reasoning, processing speed, decoding, numerical competence, incoming calculations, socioeconomic status, and gender at the beginning of first grade and on calculation performance at 4 time points: the beginning of first grade, the end of first grade, the end of second grade, and the end of third grade. Latent growth modelling analysis showed that numerical competence, incoming calculation, processing speed, and decoding skills significantly explained the variance of calculation performance at the beginning of first grade. Numerical competence and processing speed significantly explained the variance of calculation performance at the end of third grade. However, numerical competence was the only significant predictor of calculation development from the beginning of first grade to the end of third grade. Implications of these findings for early calculation instructions among young at-risk children are discussed.

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Section: Discussioncontrasting

confidence: 99%

Section: Domain-general Cognitive Skillsmentioning

confidence: 99%

A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties

Peng

Namkung

Fuchs

et al. 2016

Journal of Experimental Child Psychology

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“…Thomson's study (50) showed that pupils suffering from dyslexia had poor knowledge of tables, and found it difficult to carry out the four basic mathematical operations. Other researchers have interpreted observed comorbidity in the light of dysfunction of the short-term memory and/or long-term memory (7,17,26,54), or of weak functional skills in phonemic analysis (e.g., (6,13)). …”

Section: Discussionmentioning

confidence: 98%

Comorbidity between mathematics and spelling difficulties

Ostad

1998

Logopedics Phoniatrics Vocology

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Log Phon Vocol 1998; 23: 145-154 Most frequently, studies of comorbidity between mathematics and language-based difficulties have taken their point of departure in dyslexia within the framework of single age-groups. In this study, attention was focused on the extent of spelling difficulties in pupils with mathematics difficulties. Analysis of cross-sectional data indicated that approximately half of the pupils with difficulties in mathematics also had difficulties in spelling. The observed comorbidity was primarily connected to pupils representing the most prevalent cases with spelling difficulties. The study suggested that general ability might be the main factor explaining the observed comorbidity among the pupils with the lowest level of achievement in spelling. The results will be discussed in the light of findings from previous research which focuses the spotlight on how the phenomena comorbidity can be explained.

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“…Consistent with this view, Muth (1984) found that by experimentally manipulating the computational and reading demands of a series of arithmetic problems, 14% of the variance explained in performance scores was uniquely attributable to reading skills, 8% was attributable to computational skills, and 32% was attributable to joint variance. Alternative hypotheses to explain comorbid reading and math deficits include overall deficits in verbal short-term and/or long-term memory retrieval (Ackerman et al, 1986;Brandys & Rourke, 1991;Fletcher, 1985;Fletcher & Loveland, 1986;Lerner, 1989;Siegel & Linder, 1984;Webster, 1979).…”

Section: Etiologymentioning

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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Visual and Aural Short-Term Memory Capacity Deficits in Mathematics Disabled Students¹

Cited by 18 publications

References 32 publications

A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties

A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties

Comorbidity between mathematics and spelling difficulties

Comorbidity of Reading and Mathematics Disabilities

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Visual and Aural Short-Term Memory Capacity Deficits in Mathematics Disabled Students1

Cited by 18 publications

References 32 publications

A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties

A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties

Comorbidity between mathematics and spelling difficulties

Comorbidity of Reading and Mathematics Disabilities

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Visual and Aural Short-Term Memory Capacity Deficits in Mathematics Disabled Students¹