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The results of an intervention program forstudents with difficulties learning mathematicsare reported. Two kinds of math intervention,guided versus structured instruction, werecompared to regular math instruction. A totalof 75 students from regular and specialeducation, aged seven to thirteen,participated. Ability and automaticitymultiplication tests were administered beforeand after the four-month training period. Theresults show that the students in both of theexperimental conditions improved more than thestudents in the control condition. Someadditional differences were found between thetwo experimental interventions. Guidedinstruction appeared to be more effective forlow performing students than structuredinstruction and especially for those studentsin regular education. Special educationstudents appear to benefit most from structuredinstruction for the automaticity ofmultiplication problems. A three monthfollow-up test showed the acquired knowledge tobe well-established in both groups. 相似文献
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Sietske van Viersen Elise H. de Bree Lilian Kalee Evelyn H. Kroesbergen Peter F. de Jong 《Reading and writing》2017,30(6):1173-1192
A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this difference can be accounted for by the difference in their NL literacy level. The sample consisted of 148 Dutch native speaking secondary school students divided in four groups: dyslexia, gifted/dyslexia, typically developing (TD), and gifted. All students were assessed on word reading and orthographic knowledge in Dutch and English when they were in 7th or 8th grade. A subsample (n = 71) was (re)assessed on Dutch, English, French, and German literacy one year later. Results showed that Dutch gifted students with dyslexia have higher NL literacy levels than averagely intelligent students with dyslexia. As in the NL, a stepwise pattern of group differences was found for English word reading and spelling, i.e., dyslexia < gifted/dyslexia < TD < gifted. However, it was not found for French and German literacy performance. These results point towards compensation: the higher English literacy levels of gifted/dyslexic students compared to their averagely intelligent dyslexic peers result from mechanisms that are unique to English as a FL. Differences in results between FLs are discussed in terms of variation in orthographic transparency and exposure. 相似文献
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Toll SW Van der Ven SH Kroesbergen EH Van Luit JE 《Journal of learning disabilities》2011,44(6):521-532
In the past years, an increasing number of studies have investigated executive functions as predictors of individual differences in mathematical abilities. The present longitudinal study was designed to investigate whether the executive functions shifting, inhibition, and working memory differ between low achieving and typically achieving children and whether these executive functions can be seen as precursors to math learning disabilities in children. Furthermore, the predictive value of working memory ability compared to preparatory mathematical abilities was examined. Two classifications were made based on (persistent) mathematical ability in first and second grade. Repeated measures analyses and discriminant analyses were used to investigate which functions predicted group membership best. Group differences in performance were found on one inhibition and three working memory tasks. The working memory tasks predicted math learning disabilities, even over and above the predictive value of preparatory mathematical abilities. 相似文献
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Mathematical learning difficulties and PASS cognitive processes 总被引：4，自引：0，他引：4
This study examined the relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. The Cognitive Assessment System (CAS) was used to measure the PASS processes for a group of 267 Dutch students with MLD who attended either general or special education. The results showed that students with MLD performed lower than their peers on all CAS scales and that the MLD group contained many students with cognitive weaknesses in planning or successive processing. Moreover, students who had specific difficulties with the acquisition of basic math facts, the automatization of such facts, or word-problem solving were found to have distinct PASS cognitive profiles. In order to investigate the relationships between cognitive abilities and improvement in the mastery of basic math facts and problem solving, 165 of the students with MLD were given a special multiplication intervention. It appeared that the effectiveness of this particular intervention did not differ across the groups of students with specific cognitive weaknesses. 相似文献
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This study examined the effects of a constructivist mathematics intervention for students with mild mental retardation, as compared to direct instruction, which is often recommended for these children. A total of 69 students from elementary schools for special education participated in the study, which focused on multiplication learning. They received one of two kinds of mathematics intervention, guided or directed instruction. Multiplication automaticity and ability tests were administered before and after the four-month training period. The results show that students in both conditions improved significantly during the training period. However, students who received directed instruction showed greater improvement than students who had received guided instruction. These results show that students with MMR can profit from constructivist instruction, although direct instruction seems more effective. 相似文献
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Utility of the PASS theory and cognitive assessment system for Dutch children with and without ADHD 总被引：2，自引：0，他引：2
This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the Cognitive Assessment System (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group of 20 Dutch children with ADHD. The scores of the Dutch children were also compared to American standardization samples of children with and without ADHD. The findings showed that children with ADHD in both countries demonstrated relatively low scores on the Planning and Attention scales of the CAS, but average scores on the Simultaneous and Successive scales. These findings are similar to previously published research suggesting that the PASS theory, as operationalized by the CAS, has sensitivity to the cognitive processing difficulties found in some children with ADHD. 相似文献
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