Abstract:
:This study examined problem-solving and number-fact skills in two subgroups of third-grade children with mathematics difficulties (MD): MD-specific (n = 12) and MD-general (n = 12). The MD-specific group had difficulties in mathematics but not in reading, and the MD-general group had difficulties in reading as well as in mathematics. A comparison group of nonimpaired children (n = 24) also was included. The findings showed that on both story and number-fact problems, the MD-specific group performed worse than the nonimpaired group in timed conditions but not in untimed conditions. The MD-general group, on the other hand, performed worse than the nonimpaired group, regardless of whether tasks were timed or not. An analysis of children's strategies in untimed conditions showed that both the MD-specific and the MD-general groups relied more on backup strategies than the nonimpaired group. However, children in the MD-specific group executed backup strategies more skillfully than children in the MD-general group, allowing them to achieve parity with children in the nonimpaired group when tasks were not timed. The findings suggest that children with specific MD have circumscribed deficits associated with fact retrieval, whereas children with general MD have more basic delays associated with problem conceptualization and execution of calculation procedures.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Jordan NC,Montani TOdoi
10.1177/002221949703000606subject
Has Abstractpub_date
1997-11-01 00:00:00pages
624-34, 684issue
6eissn
0022-2194issn
1538-4780journal_volume
30pub_type
杂志文章abstract::Bilingual students' language and literacy skills were compared across three classroom events in a special day classroom for students with language learning disabilities. Events ranged from the teacher-structured, formal class openings to the informal, peer-structured socio-dramatic play. Results showed that certain co...
journal_title:Journal of learning disabilities
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doi:10.1177/002221949502800804
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 杂志文章,随机对照试验
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更新日期:2012-05-01 00:00:00
abstract::Does scotopic sensitivity correction enhance parsing and, thus, comprehension? Twenty-two readers with scotopic sensitivity (mean age = 20.3 yrs.; 40.9% male) parsed sentences under scotopic correction and control conditions. Measures included eye-movement indices of parsing and comprehension questions. Although eye m...
journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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更新日期:2010-09-01 00:00:00
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journal_title:Journal of learning disabilities
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更新日期:1992-11-01 00:00:00
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journal_title:Journal of learning disabilities
pub_type: 评论,杂志文章
doi:10.1177/00222194050380040401
更新日期:2005-07-01 00:00:00
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949803100307
更新日期:1998-05-01 00:00:00
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949803100602
更新日期:1998-11-01 00:00:00
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949803100210
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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journal_title:Journal of learning disabilities
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doi:10.1177/0022219414522705
更新日期:2015-11-01 00:00:00
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902200608
更新日期:1989-06-01 00:00:00
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pub_type: 临床试验,杂志文章
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更新日期:1997-01-01 00:00:00
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journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949202500603
更新日期:1992-06-01 00:00:00
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journal_title:Journal of learning disabilities
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