Developmental Dyscalculia

By R. Shalev. Journal of Child Neurology, 2004

650 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/03e5825a65a2a1e17df3ebb562275f9441acdc0e

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Citations in the corpus

Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder (2017, result): “2) was the smallest subgroup in our sample; this is consistent with the notion that “pure” dyscalculia is relatively infrequent, as in most cases it is associated with literacy-related disorders (Butterworth, 2004).”
Graphic Organizers Applied to Higher–Level Secondary Mathematics (2003, background): “Kosc(1974; Sharma, 1986) recommended a more detailed model of mathematical disabilities than the others described here.”
Primary school text comprehension predicts mathematical word problem-solving skills in secondary school (2016, background): “Studies focusing on children with learning disabilities have shown that difficulties in reading and in math often co-occur (Butterworth, 2005; Donlan, Cowan, Newton, & Lloyd, 2007; Geary, 1996; Geary, Hamson, & Hoard, 2000; Jordan & Montani, 1997; Jordan, Hanich, & Kaplan, 2003; Jordan, Kaplan, &…”
Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities (2011, background): “…population, which is approximately 5%–8% (Fuchs et al., 2005; Geary, 2004; Gross-Tsur, Manor, & Shalev, 1996), is comparable to that of reading disabilities, and yet less attention has been devoted to understanding mathematics LD (Butterworth, 2005; Jordan & Montani, 1997; Mazzocco & Myers, 2003).”
Mental number line training in children with developmental dyscalculia (2011, background): “Developmental dyscalculia (DD) is a specific learning disorder of mathematical abilities presumed to be due to impairments in brain function (Cohen Kadosh et al., 2007; Kucian et al., 2006; Mussolin et al., 2010; Price et al., 2007; Shalev, 2004).”
Mathematics and Learning Disabilities (2004, background): “These differences have been found in the United States (Geary & Brown, 1991; Hanich et al., 2001; Jordan & Montani, 1997), Europe (Barrouillet et al., 1997; Ostad, 1997, 1998a, 1998b, 2000; Svenson & Broquist, 1975), and Israel (Gross-Tsur et al., 1996).”
Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding (2016, positive): “Developmental dyscalculia is a severe difficulty in learning mathematics that affects 5-7% of the population (Butterworth, Varma, & Laurillard, 2011; Butterworth, 2005).”
Problems in Learning Mathematics: Comparison of Brunei Junior High School Students in Classes with and without Repeaters (2010, background): “The discrepantly low performance due to cerebral trauma is called acquired dyscalculia (AD) while mathematical learning difficulties with similar features but without evidence of cerebral aberration are referred to as developmental dyscalculia, DD (Kosc, 1974; Hughes, Kolstad & Briggs, 1994; Munro, ”
Numerical development: current issues and future perspectives (2005, methodology): “Consequently, some researchers believe that numerical abilities are genetically determined, and terms such as ‘number sense’ (Dehaene, 1992) or ‘number module’ (Butterworth, 1999) came into play (see also Geary, 1993; Kosc, 1974; Spelke, 1996).”
THREE PARIETAL CIRCUITS FOR NUMBER PROCESSING (2003, neutral): “Developmental dyscalculia is relatively frequent, affecting 3–6% of children (Badian, 1983; Kosc, 1974; Lewis, Hitch, & Walker, 1994).”
Effective strategies for mental and written arithmetic calculation from the third to the fifth grade (2003, methodology): “The test is based on the theoretical model of McCloskey et al. (1985) and on a study by Shalev, Weirtman, and Amir (1988).”
Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. (2010, background): “%) and its invalidating consequences (Butterworth, 2005; Shalev, 2004, for reviews).”
The Routledge international handbook of dyscalculia and mathematical learning difficulties (2014, positive): “Moreover, the fact that a diagnosis is often based on an arbitrary cut-point on a standardised test (e.g., below the 10th percentile) is of concern (Butterworth, 2005a).”
A validation of eye movements as a measure of elementary school children's developing number sense (2008, background): “The ability to represent and assess numerical magnitude information has been suggested to be a major cause of developmental dyscalculia and related learning deficits (Butterworth, 2005).”
The Role of Extended Time and Item Content on a High–Stakes Mathematics Test (2005, background): “Incidence ﬁgures for students demonstrating learning disabilities that interfere with the learning of mathematics have been estimated at about 6–7 percent of the school-age population (Badian, 1983; Gross-Tsur, Mannor, & Shalev, 1996; Kosc, 1974).”
Strategy Choice in Solving Arithmetic Word Problems: Are there Differences between Students with Learning Disabilities, G-V Poor Performance and Typical Achievement Students? (2002, background): “Badian (1983) and Volume 25, Spring 2002 113 Sage Publications, Inc. is collaborating with JSTOR to digitize, preserve, and extend access to Learning Disability Quarterly www.jstor.org ® Kosc (1974) found that about 6.4% of children have specific difficulties with mathematics.”
Comorbidity: A network perspective (2010, background): “Since DD involves deficiencies in a variety of complex abilities that require input from memory, attention, and spatial systems, a single underlying vulnerability is highly unlikely (e.g., see Cohen Kadosh & Walsh 2009; Landerl et al. 2004).”