Arithmetic Abilities in Children With Developmental Dyslexia: Performance on French ZAREKI-R Test.
A high comorbidity between reading and arithmetic disabilities has already been reported. The present study aims at identifying more precisely patterns of arithmetic performance in children with developmental dyslexia, defined with severe and specific criteria. By means of a standardized test of ach...
| Publicado en: | Journal of Learning Disabilities Vol. 51; no. 3; pp. 236 - 250 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
May/Jun2018
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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=128929041&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 128929041 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: May/Jun2018 vid: 51 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 128929041 128929041 128929041 10.1177/0022219417690355 128929041 ppf: 236 ppct: 14 formats: tig: atl: Arithmetic Abilities in Children With Developmental Dyslexia: Performance on French ZAREKI-R Test. aug: au: De Clercq-Quaegebeur, Maryse Casalis, Séverine Vilette, Bruno Lemaitre, Marie-Pierre Vallée, Louis affil: Regional Reference Center for Learning Disabilities Diagnosis, Loos, France sug: subj: Dyscalculia In Infancy and Childhood Dyslexia In Infancy and Childhood Academic Performance In Infancy and Childhood Mathematics In Infancy and Childhood Students with Disabilities Students, Elementary France Comorbidity Interviews Male Female Child Intelligence Tests Language Tests Repeated Measures Analysis of Variance Post Hoc Analysis Descriptive Statistics Dyslexia Diagnosis Human Cognition Child: 6-12 years Male Female ab: A high comorbidity between reading and arithmetic disabilities has already been reported. The present study aims at identifying more precisely patterns of arithmetic performance in children with developmental dyslexia, defined with severe and specific criteria. By means of a standardized test of achievement in mathematics (Calculation and Number Processing Assessment Battery for Children; von Aster & Dellatolas, 2006), we analyzed the arithmetic abilities of 47 French children with dyslexia attending 3rd, 4th, and 5th grade. Of them, 40% displayed arithmetic deficits, mostly with regard to number transcoding and mental calculation. Their individual profiles of performance accounted for varying strengths and weaknesses in arithmetic abilities. Our findings showed the pathway for the development of arithmetic abilities in children with dyslexia is not unique. Our study contrasts with the hypotheses suggesting the mutual exclusiveness of the phonological representation deficit and the core number module deficit. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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