Who Is at Risk for Persistent Mathematics Difficulties in the United States?

Autor/inn/en	Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Maczuga, Steve
Titel	Who Is at Risk for Persistent Mathematics Difficulties in the United States?
Quelle	In: Journal of Learning Disabilities, 49 (2016) 3, S.305-319 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414553849
Schlagwörter	Learning Problems; Learning Disabilities; At Risk Students; Mathematics Instruction; Low Income Groups; Socioeconomic Influences; Young Children; Developmental Delays; Developmental Disabilities; Intellectual Disability; Vocabulary; Preschool Education; Early Intervention; Elementary Secondary Education; Attention; Reading Difficulties; Behavior Problems; Individual Characteristics; Kindergarten; Prenatal Influences; Perinatal Influences; Longitudinal Studies; Surveys; Mathematics Tests; Scores; Regression (Statistics); Grade 3; Grade 5; Grade 8; Infants; Child Development; Language Skills; Measures (Individuals); Bayley Scales of Infant Development; Early Childhood Longitudinal Survey; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Lernproblem; Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Sozioökonomischer Faktor; Frühe Kindheit; Entwicklungsverzögerung; Entwicklungsstörung; Intellect; Disability; Disabilities; Verstand; Behinderung; Wortschatz; Pre-school education; Vorschulerziehung; Aufmerksamkeit; Reading difficulty; Leseschwierigkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Pränataler Einfluss; Perinatalperiode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Regression; Regressionsanalyse; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Infant; Toddler; Toddlers; Kleinkind; Kindesentwicklung; Language skill; Sprachkompetenz; Messdaten
Abstract	We analyzed two nationally representative, longitudinal data sets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households are at elevated risk of PMD at 48 and 60 months of age, as are children with cognitive delays, identified developmental delays or disabilities, and vocabulary difficulties. In contrast, children attending preschool either in Head Start or non-Head Start classrooms are at initially lower risk of PMD. Kindergarten-aged children experiencing either low socioeconomic status or mathematics difficulties are at greatest risk for PMD across third, fifth, and eighth grades. Also at risk for PMD between third and eighth grades are children displaying reading difficulties or inattention and other learning-related behaviors problems, children with identified disabilities, and those who are retained. Educationally relevant and potentially malleable factors for decreasing young children's risk for PMD may include increasing children's access to preschool, decreasing their risk of experiencing vocabulary or reading difficulties, and avoiding use of grade retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01