A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties

被引：311

作者：

Jordan, NC ^{[1
]}

Hanich, LB ^{[1
]}

Kaplan, D ^{[1
]}

机构：

[1] Univ Delaware, Sch Educ, Newark, DE 19716 USA

来源：

CHILD DEVELOPMENT | 2003年 / 74卷 / 03期

关键词：

D O I：

10.1111/1467-8624.00571

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Mathematical competencies of 180 children were examined at 4 points between 2nd and 3rd grades (age range between 7 and 9 years). Children were initially classified into one of 4 groups: math difficulties but normal reading (MD only), math and reading difficulties (MD-RD), reading difficulties but normal math (RD only), and normal achievement in math and reading (NA). The groups did not differ significantly in rate of development. However, at the end of 3rd grade the MD only group performed better than the MD-RD group in problem solving but not in calculation. The NA and RD only groups performed better than the MD-RD group in most areas. Deficiencies in fact mastery and calculation fluency, in particular, are defining features of MD, with or without RD.

引用

页码：834 / 850

页数：17

共 54 条

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