Complexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age Years.

Mazzocco, Michele M. M.; Myers, Gwen F.

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Peer reviewed

ERIC Number: EJ679556

Record Type: CIJE

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0736-9387

EISSN: N/A

Available Date: N/A

Complexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age Years.

Mazzocco, Michele M. M.; Myers, Gwen F.

Annals of Dyslexia, v53 p218-53 2003

Findings from a prospective longitudinal study of math disability (MD) addressed its incidence during primary school, the utility of different MD definitions, and evidence of MD subtypes. Findings indicated only 22 of 209 participants demonstrated "persistent MD"; reading disability was more frequent in this group; and reading related skills and select visual spatial skills were correlated with math achievement. (Contains references.) (Author/DB)

Descriptors: Incidence, Learning Disabilities, Longitudinal Studies, Mathematical Aptitude, Primary Education, Reading Difficulties, Spatial Ability

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Part III. Speech Development, Perception, and Production; Components of Reading; Defining Mathematics Learning Disability.