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Direct linkTobia, Valentina; Fasola, Anna; Lupieri, Alice; Marzocchi, Gian Marco – Journal of Learning Disabilities, 2016
This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n =…
Descriptors: Mathematics Skills, Reading Difficulties, Grade 3, Grade 4
Zhang, Dake; Wang, Qiu; Ding, Yi; Liu, Jeremy Jian – Journal of Learning Disabilities, 2014
According to the National Council of Teachers of Mathematics, geometry and spatial sense are fundamental components of mathematics learning. However, learning disabilities (LD) research has shown that many K-12 students encounter particular geometry difficulties (GD). This study examined the effect of an integrated object representation (IOR)…
Descriptors: Geometry, Learning Disabilities, Elementary School Students, Spatial Ability
De Weerdt, Frauke; Desoete, Annemie; Roeyers, Herbert – Journal of Learning Disabilities, 2013
Elementary school children with reading disabilities (RD; "n" = 17), mathematical disabilities (MD; "n" = 22), or combined reading and mathematical disabilities (RD+MD; "n" = 28) were compared to average achieving (AA; "n" = 45) peers on working memory measures. On all working memory components, 2 (RD vs. no…
Descriptors: Elementary School Students, Short Term Memory, Reading Difficulties, Mathematics Skills
Passolunghi, Maria Chiara; Mammarella, Irene Cristina – Journal of Learning Disabilities, 2012
This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with MLD, relative to TD children,…
Descriptors: Mathematics, Learning Disabilities, Short Term Memory, Spatial Ability
Murphy, Melissa M.; Mazzocco, Michele M. M. – Journal of Learning Disabilities, 2008
The present study focuses on math and related skills among 32 girls with fragile X (n = 14) or Turner (n = 18) syndrome during late elementary school. Performance in each syndrome group was assessed relative to Full Scale IQ-matched comparison groups of girls from the general population (n = 32 and n = 89 for fragile X syndrome and Turner…
Descriptors: Mathematics Education, Females, Learning Disabilities, Congenital Impairments
