scholarly journals Preschool deficits in cardinal knowledge and executive function contribute to longer-term mathematical learning disability

2019 ◽  
Vol 188 ◽  
pp. 104668 ◽  
Author(s):  
Felicia W. Chu ◽  
Kristy vanMarle ◽  
Mary K. Hoard ◽  
Lara Nugent ◽  
John E. Scofield ◽  
...  
Keyword(s):  
Executive Function ◽  
Learning Disability ◽  
Mathematical Learning

Information Security Management in Financial Organisations: From Policy to Education and Training

2020 ◽  
Vol 7 (10) ◽  
pp. 154-168
Author(s):  
Endeley Margaret Nalova ◽  
Awiye Sharon Serkwem
Keyword(s):  
Learning Disabilities ◽  
Executive Function ◽  
Effective Teaching ◽  
Learning Disability ◽  
Mixed Method ◽  
Mixed Method Research ◽  
Information Security Management ◽  
Reading And Writing ◽  
Teaching Of Reading ◽  
And Training

The study set out to find out the extent to which analysing the cognitive competences of children, specifically executive function and visual perception, leads to the effective teaching of children with learning disability. An exploratory sequential mixed method research design was used and participants were selected purposively. A sample size of 10 pupils with learning disability was used. A diagnostic test and an observation checklist with items corresponding to the needs of the pupils was used to analyse pupils’ cognitive competences while a quasi-experiment was used to find out if teaching based on an analysis of competences was effective. Data were subjected to both descriptive and inferential statistics. Results showed that an analysis of cognitive competences has a significant influence on the effective teaching of reading and writing to children with learning disabilities. Recommendations were made.

scholarly journals First-grade predictors of mathematical learning disability: A latent class trajectory analysis

2009 ◽  
Vol 24 (4) ◽  
pp. 411-429 ◽  
Author(s):  
David C. Geary ◽  
Drew H. Bailey ◽  
Andrew Littlefield ◽  
Phillip Wood ◽  
Mary K. Hoard ◽  
...  
Keyword(s):  
Learning Disability ◽  
Trajectory Analysis ◽  
Latent Class ◽  
First Grade ◽  
Mathematical Learning ◽  
Latent Class Trajectory Analysis

scholarly journals Development of Number Line Representations in Children With Mathematical Learning Disability

2008 ◽  
Vol 33 (3) ◽  
pp. 277-299 ◽  
Author(s):  
David C. Geary ◽  
Mary K. Hoard ◽  
Lara Nugent ◽  
Jennifer Byrd-Craven
Keyword(s):  
Learning Disability ◽  
Number Line ◽  
Mathematical Learning

Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities

2014 ◽  
Vol 45 (3) ◽  
pp. 351-396 ◽  
Author(s):  
Katherine E. Lewis
Keyword(s):  
Learning Disabilities ◽  
Response To Intervention ◽  
Learning Disability ◽  
Classification Model ◽  
Low Achievement ◽  
Mathematical Learning ◽  
Mathematical Representations ◽  
Alternative Approach ◽  
Mathematical Learning Disabilities

Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.

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