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longitudinal study on predictors of early calculation development among young children at risk for learning difficulties.

Title: A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties.
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Name(s): Peng, Peng, author
Namkung, Jessica M, author
Fuchs, Douglas, author
Fuchs, Lynn S, author
Patton, Samuel, author
Yen, Loulee, author
Compton, Donald L, author
Zhang, Wenjuan, author
Miller, Amanda, author
Hamlett, Carol, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2016-12-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The purpose of this study was to explore domain-general cognitive skills, domain-specific academic skills, and demographic characteristics that are associated with calculation development from first grade to third grade among young children with learning difficulties. Participants were 176 children identified with reading and mathematics difficulties at the beginning of first grade. Data were collected on working memory, language, nonverbal reasoning, processing speed, decoding, numerical competence, incoming calculations, socioeconomic status, and gender at the beginning of first grade and on calculation performance at four time points: the beginning of first grade, the end of first grade, the end of second grade, and the end of third grade. Latent growth modeling analysis showed that numerical competence, incoming calculation, processing speed, and decoding skills significantly explained the variance in calculation performance at the beginning of first grade. Numerical competence and processing speed significantly explained the variance in calculation performance at the end of third grade. However, numerical competence was the only significant predictor of calculation development from the beginning of first grade to the end of third grade. Implications of these findings for early calculation instructions among young at-risk children are discussed.
Identifier: FSU_pmch_27572520 (IID), 10.1016/j.jecp.2016.07.017 (DOI), PMC5052117 (PMCID), 27572520 (RID), 27572520 (EID), S0022-0965(16)30105-9 (PII)
Keywords: Calculations, Domain general, Domain specific, Learning difficulties, Numerical competence, Processing speed
Grant Number: R01 HD053714, U54 HD083211
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5052117.
Subject(s): Child
Child Behavior Disorders/psychology
Dyslexia/psychology
Female
Humans
Language Development
Learning Disorders/diagnosis
Learning Disorders/psychology
Longitudinal Studies
Male
Mathematics
Memory, Short-Term/physiology
Risk Factors
Thinking/physiology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_27572520
Owner Institution: FSU
Is Part Of: Journal of experimental child psychology.
1096-0457
Issue: vol. 152

Choose the citation style.
Peng, P., Namkung, J. M., Fuchs, D., Fuchs, L. S., Patton, S., Yen, L., … Hamlett, C. (2016). A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties. Journal Of Experimental Child Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_27572520