6533b828fe1ef96bd1287919
RESEARCH PRODUCT
Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement: A 5-Year Longitudinal Study.
Jari-erik NurmiXiao ZhangTuire KoponenPekka RäsänenKaisa AunolaMarja-kristiina Lerkkanensubject
MaleLongitudinal studySpatial abilityeducationDyscalculiacomplex mixtures050105 experimental psychologyEducationDevelopmental psychologyChild DevelopmentDevelopmental and Educational PsychologymedicineHumans0501 psychology and cognitive sciencesCognitive skillLongitudinal StudiesSet (psychology)ChildAt-risk studentsFinlandAcademic Success4. Education05 social sciencesCognitionMathematical developmentPediatrics Perinatology and Child HealthLearning disabilityFemalemedicine.symptomPsychology050104 developmental & child psychologydescription
Mathematical difficulties have been distinguished as mathematics learning disability (MLD) and persistent low achievement (LA). Based on 1,880 Finnish children who were followed from kindergarten (age 6) to fourth grade, this study examined the early risk factors for MLD and LA. Distinct groups of MLD (6.0% of the sample) and LA (25.7%) children were identified on the basis of their mathematics performance between first and fourth grades with latent class growth modeling. Impairment in the same set of cognitive skills, including language, spatial, and counting skills, was found to underlie MLD and LA. The finding highlights the importance of monitoring mathematical development across the early grades and identifying early cognitive precursors of MLD and LA for screening and intervention efforts.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-07-12 | Child developmentReferences |