A Synthesis of Mathematical and Cognitive Performances of Students with Mathematics Learning Disabilities

Autor/inn/en	Shin, Mikyung; Bryant, Diane Pedrotty
Titel	A Synthesis of Mathematical and Cognitive Performances of Students with Mathematics Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 48 (2015) 1, S.96-112 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413508324
Schlagwörter	Literature Reviews; Mathematics Achievement; Cognitive Ability; Learning Disabilities; Reading Achievement; Comparative Analysis; Age Differences; Word Problems (Mathematics); Problem Solving; Short Term Memory; Long Term Memory; Metacognition; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Denkfähigkeit; Learning handicap; Lernbehinderung; Leseleistung; Age; Difference; Age difference; Altersunterschied; Textaufgabe; Problemlösen; Kurzzeitgedächtnis; Langzeitgedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler
Abstract	The purpose of this study was to synthesize the findings from 23 articles that compared the mathematical and cognitive performances of students with mathematics learning disabilities (LD) to (a) students with LD in mathematics and reading, (b) age- or grade-matched students with no LD, and (c) mathematical-ability-matched younger students with no LD. Overall results revealed that students with mathematics LD exhibited higher word problem-solving abilities and no significant group differences on working memory, long-term memory, and metacognition measures compared to students with LD in mathematics and reading. Findings also revealed students with mathematics LD demonstrated significantly lower performance compared to age- or grade-matched students with no LD on both mathematical and cognitive measures. Comparison between students with mathematics LD and younger students with no LD revealed mixed outcomes on mathematical measures and generally no significant group differences on cognitive measures. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10