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Mathematical skills in children with dyslexia
Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
University of Trieste, Italy.
2015 (English)In: Learning and individual differences, ISSN 1041-6080, E-ISSN 1873-3425, Vol. 40, 108-114 p.Article in journal (Refereed) Published
Abstract [en]

The mathematical performance of 17 children with developmental dyslexia (DD) was assessed and compared to a control group to examine whether difficulties related to reading and phonological processing affect the development of mathematical skills. The DD group performed worse than the controls on number fact retrieval, multi-step arithmetic problem solving, and multi-digit calculation, whereas their scores on tasks tapping approximate arithmetic and conceptual understanding (i.e., place value, calculation principles) were equal to the controls. In view of the Triple-code model, the findings demonstrate that children with DD have problems with tasks depending on verbal phonological number codes but have no problems with tasks depending on analogue magnitude representations or visual-Arabic number codes. (C) 2015 Elsevier Inc. All rights reserved.

Place, publisher, year, edition, pages
Elsevier , 2015. Vol. 40, 108-114 p.
Keyword [en]
Reading difficulties; Developmental dyslexia; Number facts; Problem solving; Calculation; Cognitive functions
National Category
Basic Medicine
URN: urn:nbn:se:liu:diva-120242DOI: 10.1016/j.lindif.2015.03.024ISI: 000356749700012OAI: diva2:842619

Funding Agencies|Swedish Council for Working Life and Social Research [2003-0158]

Available from: 2015-07-21 Created: 2015-07-20 Last updated: 2015-07-21

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Träff, Ulf
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