Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students

by: Karin Landerl, Anna Bevan, Brian Butterworth

Cognition, Vol. 93, No. 2. (September 2004), pp. 99-125.

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Abstract

Thirty-one 8- and 9-year-old children selected for dyscalculia, reading difficulties or both, were compared to controls on a range of basic number processing tasks. Children with dyscalculia only had impaired performance on the tasks despite high-average performance on tests of IQ, vocabulary and working memory tasks. Children with reading disability were mildly impaired only on tasks that involved articulation, while children with both disorders showed a pattern of numerical disability similar to that of the dyscalculic group, with no special features consequent on their reading or language deficits. We conclude that dyscalculia is the result of specific disabilities in basic numerical processing, rather than the consequence of deficits in other cognitive abilities.

@article{citeulike:461379, abstract = {Thirty-one 8- and 9-year-old children selected for dyscalculia, reading difficulties or both, were compared to controls on a range of basic number processing tasks. Children with dyscalculia only had impaired performance on the tasks despite high-average performance on tests of IQ, vocabulary and working memory tasks. Children with reading disability were mildly impaired only on tasks that involved articulation, while children with both disorders showed a pattern of numerical disability similar to that of the dyscalculic group, with no special features consequent on their reading or language deficits. We conclude that dyscalculia is the result of specific disabilities in basic numerical processing, rather than the consequence of deficits in other cognitive abilities.}, author = {Landerl, Karin and Bevan, Anna and Butterworth, Brian }, citeulike-article-id = {461379}, doi = {10.1016/j.cognition.2003.11.004}, journal = {Cognition}, keywords = {arithmetic, development, dyscalculia}, month = {September}, number = {2}, pages = {99--125}, posted-at = {2006-01-11 03:42:22}, priority = {2}, title = {Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students}, url = {http://dx.doi.org/10.1016/j.cognition.2003.11.004}, volume = {93}, year = {2004} }

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TY - JOUR ID - citeulike:461379 L3 - citeulike-article-id:461379 TI - Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students JF - Cognition VL - 93 IS - 2 SP - 99 EP - 125 N2 - Thirty-one 8- and 9-year-old children selected for dyscalculia, reading difficulties or both, were compared to controls on a range of basic number processing tasks. Children with dyscalculia only had impaired performance on the tasks despite high-average performance on tests of IQ, vocabulary and working memory tasks. Children with reading disability were mildly impaired only on tasks that involved articulation, while children with both disorders showed a pattern of numerical disability similar to that of the dyscalculic group, with no special features consequent on their reading or language deficits. We conclude that dyscalculia is the result of specific disabilities in basic numerical processing, rather than the consequence of deficits in other cognitive abilities. KW - arithmetic KW - development KW - dyscalculia AU - Landerl, Karin AU - Bevan, Anna AU - Butterworth, Brian PY - 2004/09// UR - http://dx.doi.org/10.1016/j.cognition.2003.11.004 ER -

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