Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability.

By David C. Geary, Mary K. Hoard, Jennifer byrd-craven, Lara Nugent, Chattavee Numtee. Child Development, 2007

833 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/657875a26e7f91fff9d1df304a60aab4409fa807

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

The Importance of Additive Reasoning in Children’s Mathematical Achievement: A Longitudinal Study (2017, background): “Second, although the number sense perspective may explain variation in computational proficiency (e.g., Booth & Siegler, 2006; Geary, 2011; Geary et al., 2007), it is difficult to understand from this perspective how magnitude estimation allows us to solve problems in a variety of mathematical situa”
Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010, background): “…poor attention and inhibitory control, has been associated with the problems in development of math computation skills and with individuals with MD (Fuchs et al., 2006; Geary, 2007; Geary et al., 2007; McLean & Hitch, 1999; Swanson, 1993; Swanson & Jerman, 2006; Swanson & Sachse-Lee, 2001).”
Improving the Numerical Understanding of Children From Low-Income Families (2009, background): “Perhaps most striking, linearity of estimates correlates substantially—typically between r = .50 and r = .60—with overall math achievement test scores at all grade levels between kindergarten and fourth grade (Booth & Siegler, 2006; Geary et al., 2007; Siegler & Booth, 2004).”
Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study. (2015, background): “Differences in executive function could be consequential because these skills have been found to promote academic achievement in general and mathematics achievement in particular (e.g., Duncan et al., 2007; Geary et al., 2007).”
Training early visuo-spatial abilities: A controlled classroom-based intervention study (2019, background): “…foundational skills in mathematical learning (Aunio & Niemivirta, 2010; Aunola et al., 2004; Cirino, 2011; Cirino et al., 2016; Fuchs et al., 2010; Geary et al., 2007; Halberda et al., 2008; Hornung et al., 2014; Jordan et al., 2009; LeFevre et al., 2010; Martin et al., 2014; Mazzocco et al.,…”
The Logarithmic-To-Linear Shift: One Learning Sequence, Many Tasks, Many Time Scales (2009, background): “other students have adopted linear representations (Geary et al., 2007; 2008).”
Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First through Fourth Grade (2010, methodology): “There is emerging evidence that, from kindergarten through third grade, children with MD-p are characterized by working memory deficits (Geary et al., 1991, 2000, 2007; Murphy et al., 2007).”
Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, background): “…skills include basic cognitive processes like working memory (e.g., Andersson & Lyxell, 2007; Geary et al., 2007), executive functioning, and attentive behavior (e.g., Andersson & Lyxell, 2007; Desoete et al., 2003; Geary et al., 2007; Hassinger-Das, Jordan, Glutting, Irwin, & Dyson, 2014).”
Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities. (2012, background): “…of these provide further evidence that MLD children have a deficiency related to simultaneous storage and processing of both linguistic information (words, sentences) and numerical information (digits, dot counting; D'Amico & Guarnera, 2005; Geary et al., 2007; 2008; Passolunghi & Siegel, 2004).”
A Review of the Literature: Fraction Instruction for Struggling Learners in Mathematics (2011, background): “…researchers have reported that although the problems experienced by students with LD tend to be more severe than those of low-achieving students (Geary et al., 2007), instructional practices to improve performance for students in both categories are similar and the two groups are often combined…”