In this study, the question was raised how basic cognitive processes are related to math abilities and it can be best determined which children at risk for developing those disabilities. The role of four distinct in development early mathematics investigated: executive functions, fluid intelligence, subitizing, language. counting skills 115 five- six-year-old were also assessed. results showed that both functions number sense important factors children's skills. Both subitizing explained a...

This study assesses the prevalence of combined reading and arithmetic disabilities in 799 Dutch schoolchildren using st dardized school achievement tests. Scores arithmetic, word recognition, comprehension, spelling child fourth fifth grade were used. The main interest involved co-occurrence recognition d abilities because their possible relationship. authors find a percentage 7.6 for arithme disabilities. Reading co-occurred more often than expected based on rates s arate conditions....

Children's ability to relate number a continuous quantity abstraction visualized as line is widely accepted be predictive of mathematics achievement. However, debate has emerged with respect how children's placements are distributed on this across development. In the current study, different models were applied longitudinal placement data get more insight into development representations in kindergarten and early primary school years. addition, developmental relations between mathematical...

Although it is believed that children with cerebral palsy are at high risk for learning difficulties and arithmetic in particular, few studies have investigated this issue.Arithmetic ability was longitudinally assessed special (n = 41) mainstream education 16) controls 16). Second grade executive function working memory scores were used to predict third accuracy response time.Children less accurate slower than their peers on all tests, even after controlling IQ, whereas performed as well...

In two experiments, we investigated comprehension monitoring in 10-12 years old children differing reading skill. The children's self-paced times (Experiment 1) and eye fixations regressions 2) were measured as they read narrative texts which an action of the protagonist was consistent or inconsistent with a description protagonist's character given earlier. adjacent (local condition) separated by long filler paragraph (global condition). data 1), initial rereading 2), together question...

Abstract Research has identified various domain‐general and domain‐specific cognitive abilities as predictors of children's individual differences in mathematics achievement. However, research into the growth rates, namely between‐person within‐person change achievement is scarce. We assessed 334 mathematics‐specific early their general longitudinally across four time‐points within first second grades primary school. As expected, a constellation multiple contributed to starting level...

The development of addition and subtraction accuracy was assessed in first graders with cerebral palsy (CP) both mainstream (16) special education (41) a control group (16). out-performed the CP groups this difference could not be fully explained by differences intelligence. Both showed evidence working memory deficits. three exhibited different developmental patterns area early numeracy skills. Children were found to receive less arithmetic instruction time positively related accuracy....

Abstract Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how manipulate symbolic math and thus any formal instruction. It has assumed that tasks necessitate the allocation of Working Memory (WM) resources. WM consistently shown be an important predictor children's development achievement. The aim our study was uncover specific role in math. For this purpose, we conducted a dual‐task with preschoolers active phonological, visual,...

This study examined whether 10–12‐year‐old children use two reading strategies to aid their text comprehension: (1) distinguishing between important and unimportant words; (2) resolving anaphoric references. Of interest was the question what extent of these predictive comprehension skill over above decoding vocabulary. Reading strategy by recording eye fixations on specific target words. In contrast less successful comprehenders, more comprehenders invested processing time in than On other...

Background . Remarkably few studies have investigated the nature and origin of learning difficulties in children with cerebral palsy (CP). Aims To investigate math achievement terms word‐problem solving ability CP controls. Because potential importance reading for solving, we as well. Sample Children attending either special ( n = 41) or mainstream schools 16) a control group typically developing 16). Method Group differences third grade reading, controlled IQ, were tested analyses...

To investigate the use of context and monitoring comprehension in lexical ambiguity resolution children, authors asked 10- to 12-year-old good poor comprehenders read sentences consisting 2 clauses, I containing ambiguous word other disambiguating information. The order clauses was reversed so that information either preceded or followed word. Context were examined by measuring eye fixations (Experiment 1) self-paced reading times 2) on region. results Experiment 1 showed made prior...

Symbolic (i.e., with Arabic numerals) approximate arithmetic large numerosities is an important predictor of mathematics. It was previously evidenced to onset before formal schooling at the kindergarten age (Gilmore et al., 2007) and assumed map onto pre-existing nonsymbolic abstract magnitudes) representations. With a longitudinal study (Experiment 1), we show, for first time, that symbolic demonstrate different developmental trajectories. In contrast Gilmore al.'s (2007) findings,...

How do kindergarteners solve different single-digit addition problem formats? We administered problems that differed solely on the basis of two dimensions: response type (approximate or exact), and stimulus (nonsymbolic, i.e., dots, symbolic, Arabic numbers). examined how performance differs across these dimensions, which cognitive mechanism (mental model, transcoding, phonological storage) underlies in each format with respect to working memory (WM) resources mental number line...

Arithmetic ability was tested in children with cerebral palsy without severe intellectual impairment (verbal IQ ≥ 70) attending special (n = 41) or mainstream education 16) as well control throughout first and second grade. Children did not appear to have fully automatized arithmetic facts by the end of Their lower accuracy consistently slower (verbal) response times raise important concerns for their future development. Differences performance between were related localization gross motor...

At the start of mathematics education children are often presented with addition and subtraction problems in form pictures. They asked to solve by filling corresponding number sentences. One type problem concerns representation an increase or a decrease depicted amount. A is, however, more difficult represent paper pictorially than increase. Within Cognitive Load Theory framework, we expected that commonly used would be harder slower because higher intrinsic cognitive load. We also...

This study examined whether the formation of a situation model can be encouraged by situation‐focused instruction in primary school children. To achieve this, standard reading‐for‐comprehension was adapted so that it would emphasise importance imagination narrative text comprehension. The results showed situational enhanced construction abilities good comprehenders such way improved not only their memory for but also ease with which they filled gaps time and space appeared narratives. In...

Dyscalculia, or mathematics learning disability, has received growing attention in recent years. Working memory and number sense are hypothesized to form important determinants of dyscalculia, but longitudinal assessments children with at-risk for dyscalculia scarce. The current study investigated line development first second grade, addition kindergarten predictors mathematical proficiency as an outcome. Children (n = 396) could be divided into three latent growth classes: at-risk,...