Achievement Growth in Children With Learning Difficulties in Mathematics: Findings of a Two-Year Longitudinal Study

By Nancy C. Jordan, David Kaplan, Laurie B. Hanich. 2002

263 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/4179e6966c11da5e8d5fafff821c96885a776b47

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In Developmental and Educational Psychology

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Citations in the corpus

The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students who are at Risk for Mathematics Difficulties (2008, background): “…those who are later identified as having learning disabilities in mathematics manifest problems in number sense, number and operation, and word problem solving (Bryant, Bryant, & Hammill, 2000; L. Fuchs Volume 31, Spring 2008 57 Learning Disability Quarterly 58 et al., 2003; Jordan et al., 2002).”
Early Identification and Interventions for Students With Mathematics Difficulties (2005, background): “In a subsequent study with the same sample , Jordan, Kaplan, and Hanich (2002) examined each group's achievement growth in reading and in mathematics on the Woodcock-Johnson Psycho– educational Battery–Revised (Woodcock & Johnson, 1990) over a 2-year period.”
Characteristics of Children with Moderate Mathematics Deficiencies: A Longitudinal Perspective (2003, methodology): “However,ourpreviouswork(Jordanetal., 2002)suggeststhatreadingdifﬁcultiesareaddressedmoreof-tenthanaremathematicsdifﬁcultiesinprimaryschoolspecialeducation.”
Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students. (2004, background): “Jordan and colleagues (Hanich, Jordan, Kaplan, & Dick, 2001; Jordan, Hanich, & Kaplan, 2003a; Jordan, Kaplan, & Hanich, 2002) refer to " mathematics difficulties " , and include all children below the 35th percentile of the Woodcock – Johnson Broad Mathematics Composite Score.”
The association between mathematical word problems and reading comprehension (2008, background): “For example, Leppänen, Niemi, Aunola, and Nurmi (2006) found that kindergarten-aged children’s counting ability predicted their text reading skills, word chain reading skills, and reading comprehension as fourth graders.”
Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance (2013, background): “…memory, and early numeracy— constructs that have well-established relations with mathematics performance in young children (e.g., Geary et al., 2009; Jordan et al., 2002; Murphy et al., 2007)—provides more robust evidence than previously reported of the strength of the relation between mathematics…”
Developmental Dynamics of Math Performance From Preschool to Grade 2 (2004, background): “These results add to previous research in which learning disabled children have been compared with normally achieving children ( Jordan et al., 2002, 2003 ) by showing that a widening of individual differences in math performance also occurs among a nonselected population of children.”