Magnitude Comparisons, Number Knowledge and Calculation in Very Preterm Children and Children with Specific Learning Disability: A Cross-Population Study Using Eye-Tracking

Autor/inn/en	Guarini, Annalisa; Tobia, Valentina; Bonifacci, Paola; Faldella, Giacomo; Sansavini, Alessandra
Titel	Magnitude Comparisons, Number Knowledge and Calculation in Very Preterm Children and Children with Specific Learning Disability: A Cross-Population Study Using Eye-Tracking
Quelle	In: Journal of Learning Disabilities, 54 (2021) 2, S.83-96 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420950651
Schlagwörter	Premature Infants; Elementary School Students; Students with Disabilities; Learning Disabilities; Numbers; Computation; Mathematics Skills; Eye Movements; Reaction Time; Thinking Skills; Foreign Countries; Intelligence Tests; Grade 4; Grade 5; Italy; Kaufman Brief Intelligence Test; Leiter International Performance Scale; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Frühgeburt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Zahlenraum; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Augenbewegung; Reaktionsvermögen; Denkfähigkeit; Ausland; Intelligence test; Intelligenztest; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Italien
Abstract	Difficulties in mathematics have been described in very preterm children, but their origins are not well understood and may differ from other populations with specific learning disability. Very preterm children, children with learning disability, and typically developing children were compared in mathematics skills, using standardized tools, experimental tasks, and eye-tracker measures. We assessed symbolic and nonsymbolic magnitude comparisons, number knowledge, calculation, as well as cognitive skills of 103 Italian-speaking fourth and fifth graders. Compared to typically developing peers, very preterm children showed delays in number knowledge, slower reaction times in nonsymbolic magnitude comparisons, and an atypical gaze exploration characterized by more and shorter fixations that lacked a target preference. The profile of mathematics skills of very preterm children appeared different from that of children with learning disability. Although both populations showed mainly preserved cognitive skills and slower reaction times in nonsymbolic magnitude comparisons, children with specific learning disability showed more severe impairments in calculation and were slower in symbolic magnitude comparisons, compared to very preterm children. Including eye-tracking measures in preterm follow-up programs and planning tailored interventions are recommended. (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	2024/1/01