Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study

被引：156

作者：

Jordan, NC ^{[1
]}

Kaplan, D ^{[1
]}

Hanich, LB ^{[1
]}

机构：

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

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 2002年 / 94卷 / 03期

关键词：

D O I：

10.1037//0022-1663.3.586

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The reading and mathematics growth of 180 children was examined over 4 points, spanning 2nd and 3rd grades. Initially, 4 achievement groups were identified: difficulties in mathematics but not in reading (MD only), difficulties in mathematics as well as in reading (MD-RD), difficulties in reading but not in mathematics (RD only), and normal achievement in mathematics and in reading. When IQ, income, ethnicity, and gender were held constant, the MD-only group grew at a faster rate in mathematics than did the MD-RD group. In reading, the RD-only and MD-RD groups grew at about the same rate. Reading abilities influence children's growth in mathematics, but mathematics abilities do not influence children's growth in reading.

引用

页码：586 / 597

页数：12

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