Mathematics Difficulty with and without Reading Difficulty: Findings and Implications from a Four-Year Longitudinal Study

By R. Vukovic. 2012

69 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/78bf09201cf1bad605db25cbe84c60a2ee169da8

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In Developmental and Educational Psychology

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Citations in the corpus

The Relationship between Linguistic Skills and Arithmetic Knowledge. (2013, background): “Indeed, it has even been suggested that children's mathematical difficulties might actually reflect deficient linguistic processes as opposed to deficits in quantitative processes (LeFevre et al., 2010; Vukovic, 2012).”
Differences in the Mathematics–Vocabulary Knowledge of Fifth–Grade Students with and without Learning Difficulties (2017, methodology): “…significant challenges in the classroom, we used a cut-off that is more stringent than the 25th percentile, which is often used in research related to students with mathematics difficulty (e.g., Bodovski & Farkas, 2007; Jordan, Hanich, & Kaplan, 2003; Locuniak & Jordan, 2008; Vukovic, 2012).”
Learning difficulties, academic well-being and educational dropout: A person-centred approach (2014, background): “Recently there has also been convincing evidence that both general language skills (LeFevre et al., 2010; Vukovic & Lesaux, 2013a), and more specific skills such as phonological processing (Vukovic, 2012; Vukovic & Lesaux, 2013a) uniquely predict growth in mathematical skills.”
Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties (2013, background): “…areas, reading dif-ﬁculties may intersect with mathematics performance, and these students tend to experience differentially poor performance with word problems (Cirino, Fuchs, Tolar, & Powell, 2011; Fletcher, 2005; Geary et al., 2000; Tressoldi, Rosati, & Lucangeli, 2007; Vukovic, 2012).”
The Influence of Mathematics Vocabulary Instruction Embedded Within Addition Tutoring for First-Grade Students With Mathematics Difficulty (2015, background): “Students with diagnosed mathematics disability and students who demonstrate low mathematics performance are often referred to as students with MD (Vukovic, 2012).”
Impact of Enhanced Anchored Instruction in Inclusive Math Classrooms (2015, background): “Besides this having little or no connection with everyday life (Lave, 1993), many students who have comorbid learning difficulties in math and reading must struggle to comprehend the problem description (Dunlap, 1982; Vukovic, 2012).”