Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First through Fourth Grade

By R. Vukovic, Linda Siegel. 2010

116 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/e4880fe6a486bd2e8070dd52509a6d04b0240545

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In Developmental and Educational Psychology

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Citations in the corpus

Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-Lagged Panel Design and Population-Based Sample of US Upper Elementary Students (2013, unknown): “Reading and mathematics difficulties frequently co-occur (e.g., Fuchs, Fuchs, & Prentice, 2004; Jordan, Kaplan, & Hanich, 2002; Vukovic & Siegel, 2010).”
Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities (2020, background): “…to better understand how to effectively address the deficit characteristics of students with MD (see Powell, Fuchs, Fuchs, Cirino, & Fletcher, 2009; Vukovic & Siegel, 2010), researchers have identified cognitive characteristics of students with MD that negatively impact their ability to solve…”
Error Analysis of Mathematical Word Problem Solving across Students with and without Learning Disabilities (2014, methodology): “Based on the available literature (i.e., Russell & Ginsberg, 1984; Vukovic & Siegel, 2010), we anticipated that the errors of students with LD would be more basic in nature and be related to increasing problem complexity (i.e., addition of multiple steps).”
Mathematics Difficulty with and without Reading Difficulty: Findings and Implications from a Four-Year Longitudinal Study (2012, methodology): “Vukovic & Siegel (2010) previously reported on Cohort 1; researchers assessed children in that cohort annually from kindergarten to fourth grade.”
Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, background): “Vukovic and Siegel (2010) highlighted the importance of teaching math in a manner that fosters mathematical thinking, further pointing out that a mathematical education that focuses on skills and ﬂuency instead of conceptual understanding does not facilitate mathematic literacy.”
The Mathematics Skills of Children with Reading Difficulties. (2010, background): “One of the most consistent findings in MD research is that these children tend to be characterized by deficits in arithmetic fact fluency (Geary, 1993; Vukovic & Siegel, 2010).”
Behind Mathematical Learning Disabilities: What about Visual Perception and Motor Skills?. (2012, result): “…finding that children with MLD have significantly more problems with visual perception in comparison with control children was in line with some studies (e.g., Mazzocco & Myers, 2003; McLeod & Crump, 1978) but not with others (e.g., Geary et al., 2000; Morris et al., 1998; Vukovic & Siegel, 2010).”
Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance (2013, background): “…relation with mathematical cognition in young children, including general reading achievement (e.g., Grimm, 2008; Jordan, Kaplan, & Hanich, 2002), early numeracy (Murphy, Mazzocco, Hanich, & Early, 2007; Vukovic & Siegel, 2010), and working memory (e.g., Geary et al., 2009; 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): “…school with inadequate knowledge of number concepts and counting procedures (e.g., Griffin, Case, & Siegler, 1994; Price & Ansari, 2013; Vukovic & Siegel, 2010); (c) difficulties sustaining attention to academic tasks (Fuchs, et al., 2005; DiPerna, Lei, & Reid, 2007; Kolligian & Sternberg, 1987;…”
Mathematical and Reading Difficulties as Predictors of School Achievement and Transition to Secondary Education (2013, background): “In one of the latest studies, Vukovic and Siegel (2010) discovered that persistent mathematical difficulty was, above all, characterized by deficits in math concepts and phonological coding.”
Differences in the Mathematics–Vocabulary Knowledge of Fifth–Grade Students with and without Learning Difficulties (2017, background): “Vukovic and Siegel (2010) identified two predictors of persistent mathematics difficulty that remained the same for students from first through fourth grades: mathematics concepts and word attack skills.”