File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1016/j.ridd.2014.07.015
- Scopus: eid_2-s2.0-84905457684
- PMID: 25104225
- WOS: WOS:000341546300030
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Identification of children with mathematics learning disabilities (MLDs) using latent class growth analysis
Title | Identification of children with mathematics learning disabilities (MLDs) using latent class growth analysis |
---|---|
Authors | |
Keywords | Numerical cognition Latent class growth analysis Mathematics learning disability Approximate number system |
Issue Date | 2014 |
Citation | Research in Developmental Disabilities, 2014, v. 35, n. 11, p. 2906-2920 How to Cite? |
Abstract | The traditional way of identifying children with mathematics learning disabilities (MLDs) using the low-achievement method with one-off assessment suffers from several limitations (e.g., arbitrary cutoff, measurement error, lacking consideration of growth). The present study attempted to identify children with MLD using the latent growth modelling approach, which minimizes the above potential problems. Two hundred and ten Chinese-speaking children were classified into five classes based on their arithmetic performance over 3 years. Their performance on various number-related cognitive measures was also assessed. A potential MLD class was identified, which demonstrated poor achievement over the 3 years and showed smaller improvement over time compared with the average-achieving class. This class had deficits in all number-related cognitive skills, hence supporting the number sense deficit hypothesis. On the other hand, another low-achieving class, which showed little improvement in arithmetic skills over time, was also identified. This class had an average cognitive profile but a low SES. Interventions should be provided to both low-achieving classes according to their needs. © 2014 Elsevier Ltd. |
Persistent Identifier | http://hdl.handle.net/10722/262653 |
ISSN | 2023 Impact Factor: 2.9 2023 SCImago Journal Rankings: 0.889 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Wong, Terry T Y | - |
dc.contributor.author | Ho, Connie S H | - |
dc.contributor.author | Tang, Joey | - |
dc.date.accessioned | 2018-10-08T02:46:38Z | - |
dc.date.available | 2018-10-08T02:46:38Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Research in Developmental Disabilities, 2014, v. 35, n. 11, p. 2906-2920 | - |
dc.identifier.issn | 0891-4222 | - |
dc.identifier.uri | http://hdl.handle.net/10722/262653 | - |
dc.description.abstract | The traditional way of identifying children with mathematics learning disabilities (MLDs) using the low-achievement method with one-off assessment suffers from several limitations (e.g., arbitrary cutoff, measurement error, lacking consideration of growth). The present study attempted to identify children with MLD using the latent growth modelling approach, which minimizes the above potential problems. Two hundred and ten Chinese-speaking children were classified into five classes based on their arithmetic performance over 3 years. Their performance on various number-related cognitive measures was also assessed. A potential MLD class was identified, which demonstrated poor achievement over the 3 years and showed smaller improvement over time compared with the average-achieving class. This class had deficits in all number-related cognitive skills, hence supporting the number sense deficit hypothesis. On the other hand, another low-achieving class, which showed little improvement in arithmetic skills over time, was also identified. This class had an average cognitive profile but a low SES. Interventions should be provided to both low-achieving classes according to their needs. © 2014 Elsevier Ltd. | - |
dc.language | eng | - |
dc.relation.ispartof | Research in Developmental Disabilities | - |
dc.subject | Numerical cognition | - |
dc.subject | Latent class growth analysis | - |
dc.subject | Mathematics learning disability | - |
dc.subject | Approximate number system | - |
dc.title | Identification of children with mathematics learning disabilities (MLDs) using latent class growth analysis | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.ridd.2014.07.015 | - |
dc.identifier.pmid | 25104225 | - |
dc.identifier.scopus | eid_2-s2.0-84905457684 | - |
dc.identifier.volume | 35 | - |
dc.identifier.issue | 11 | - |
dc.identifier.spage | 2906 | - |
dc.identifier.epage | 2920 | - |
dc.identifier.eissn | 1873-3379 | - |
dc.identifier.isi | WOS:000341546300030 | - |
dc.identifier.issnl | 0891-4222 | - |