Effects of phonological awareness and naming speed on mathematics skills in children with mild intellectual disabilities.
Objective: Both phonological awareness (PA) and naming speed have been identified as two skills related to the development of mathematics skills for children with and without learning disabilities. The purpose of the present study was to investigate the relationships between PA and colour naming spe...
| Publicado en: | Developmental Neurorehabilitation Vol. 18; no. 5; pp. 304 - 317 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Oct2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109908604&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109908604 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17518423 2Y75 jtl: Developmental Neurorehabilitation issn: 17518423 maglogo: Y pubinfo: dt: Oct2015 vid: 18 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 109908604 109908604 109908604 10.3109/17518423.2013.843603 NLM24564185 109908604 ppf: 304 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effects of phonological awareness and naming speed on mathematics skills in children with mild intellectual disabilities. aug: au: Foster, Matthew E. Sevcik, Rose A. Romski, Maryann Morris, Robin D. affil: Department of Psychology sug: subj: Intellectual Disability In Infancy and Childhood Language Processing Mathematics Human Child Language Tests Phonology Regression Child: 6-12 years ab: Objective: Both phonological awareness (PA) and naming speed have been identified as two skills related to the development of mathematics skills for children with and without learning disabilities. The purpose of the present study was to investigate the relationships between PA and colour naming speed for 265 elementary school students with mild intellectual disabilities (MID). Methods: Participants were assessed using the Comprehensive Test of Phonological Processes and the KeyMath Revised Diagnostic Inventory of Essential Mathematics. Results: Hierarchical regression analyses accounting for the effects of age indicated that children with MID rely on both PA and naming speed when solving mathematics problems, although PA was the more robust indicator of the two. Conclusion: As a whole, these results suggest that children with intellectual disabilities evidence the same types of reading and math relationships as shown for other populations of children. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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