Can executive functions help to understand children with mathematical learning disorders and to improve instruction?

Working memory, inhibition and naming speed was assessed in 22 children with mathematical learning disorders (MD), 17 children with a reading learning disorder (RD), and 45 children without any learning problems between 8 and 12 years old. All subjects with learning disorders performed poorly on wor...

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Bibliographic Details
Published inLearning disabilities (Weston, Mass.) Vol. 11; no. 2; pp. 27 - 39
Main Authors Desoete, Annemie, De Weerdt, Frauke
Format Journal Article
LanguageEnglish
Published Learning Disabilities Worldwide, Inc 01.09.2013
Subjects
Acalculia
Auditory Stimuli
Care and treatment
Children
Cognitive Processes
Comparative Analysis
Control Groups
Educational aspects
Effect Size
Executive Function
Executive function (Psychology)
Inhibition
Learning Disabilities
Listening Skills
Mathematics
Mathematics Skills
Naming
Preadolescents
Reading Difficulties
Recall (Psychology)
Regression (Statistics)
Short Term Memory
Spatial Ability
Statistical Analysis
Study and teaching
Verbal Communication
Visual Perception
Visual Stimuli
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Summary:Working memory, inhibition and naming speed was assessed in 22 children with mathematical learning disorders (MD), 17 children with a reading learning disorder (RD), and 45 children without any learning problems between 8 and 12 years old. All subjects with learning disorders performed poorly on working memory tasks, providing evidence that they have a deficiency related to simultaneously storage and processing of verbal and/or visuospatial information. In addition, children with MD+RD suffered from problems with quantity naming speed compared to children without MD. Our data revealed the importance to manage working memory loads and give more time to complete homework, exercises, and examinations. Keywords: Executive functions, working memory, mathematical learning disorders, and math instruction.
ISSN:1937-6928