Children with Learning Difficulties in Mathematics: Relating Mathematics Skills and Reading Comprehension

Autor/inn/en	Salihu, Linda; Aro, Mikko; Räsänen, Pekka
Titel	Children with Learning Difficulties in Mathematics: Relating Mathematics Skills and Reading Comprehension
Quelle	In: Issues in Educational Research, 28 (2018) 4, S.1024-1038 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Mathematics Skills; Grade 4; Elementary School Students; Student Characteristics; Grade 5; Grade 6; Reading Comprehension; Gender Differences; Rural Urban Differences; Socioeconomic Status; Learning Problems; Predictor Variables; Mathematics Achievement; Foreign Countries; Computation; Nonverbal Ability; Intelligence Tests; Kosovo; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Leseverstehen; Geschlechterkonflikt; Stadt-Land-Beziehung; Socio-economic status; Sozioökonomischer Status; Lernproblem; Prädiktor; Mathmatics sikills; Mathematical ability; Ausland; Intelligence test; Intelligenztest
Abstract	The aim of this study is to examine the mathematics skills of fourth-grade children from Kosovo in relation to their background characteristics. Seventy-six children, out of 233 tested, who were identified with learning difficulties in mathematics were further assessed during fifth and sixth grades, in mathematics skills and reading comprehension. The findings showed that there were no gender differences in mathematics achievement, whereas children's urban or rural locations as well as their socio-economic status were observed to have a substantial impact on mathematics performance of children in the main sample, but not for those in the subsample. For children with learning difficulties in mathematics, the initial level of reading skills was a powerful determinant of their later mathematics performance and the initial level of mathematics skills was also similarly predictive of reading comprehension. The children's background characteristics did not add explanatory variance in performance outcomes over their previous mathematics and reading skills learned during the first years of primary school. The high association between mathematics performance and reading comprehension suggests that mathematics and reading problems may result from a similar cognitive background. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01