In a 3-year longitudinal study, 471 children were classified, based on their performances on arithmetic tests in first and second grade, as having persistent arithmetic disabilities (AD), persistent low achieving (LA), persistent typical achieving, inconsistent arithmetic disabilities (DF1), or inconsistent low achieving in arithmetic. Significant…

Arithmetic abilities acquired in kindergarten are found to be strong predictors for later deficient arithmetic abilities. This longitudinal study (N = 684) was designed to examine if it was possible to predict the level of children's arithmetic abilities in first and second grade from their performance on preparatory arithmetic abilities in…

Previous research stresses the importance of seriation, classification, and counting abilities that should be assessed in kindergarten, when looking for crucial predictors of mathematical learning disabilities in Grade 1. This study examines (n = 158) two-year-long predictive relationships between children's seriation, classification, procedural…

This study investigated the fluency with which first-graders with strong, moderate, or weak mathematical abilities apply the decomposition-to-10 and tie strategy on almost-tie sums with bridge over 10. It also assessed children's memorized knowledge of additions up to 20. Children's strategies were analysed in terms of Lemaire and Siegler's model…