Math Disabilities: A Selective Meta-Analysis of the Literature

By H. Lee Swanson, O. Jerman. 2006

398 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ea9a4939259f145ab6bbb785a7cef1cb9cf38784

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In Developmental and Educational Psychology

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Citations in the corpus

Math Disabilities and Reading Disabilities (2009, methodology): “Several approaches were used to locate the relevant studies published in peer-reviewed journals, as discussed in Swanson and Jerman (2006).”
Self–Regulation and Mathematics Instruction (2007, background): “Although the nature of mathematics learning and mathematics disabilities remains under investigation, there is substantial evidence accruing that cognitive mechanisms, particularly memory and monitoring processes, inﬂuence mathematical learning from early on (Swanson & Jerman, 2006).”
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement (2015, background): “Other researchers have focused on understanding the association between working memory and reading difficulties (Carretti, Borella, Cornoldi, & De Beni, 2009; Swanson & Jerman, 2006) or the relationship between working memory and mathematics (Raghubar et al., 2010).”
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).”
Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories. (2014, background): “Swanson and Jerman (2006) found in a meta-analysis that verbal working memory, but not visual-spatial working memory or short-term memory of words or digits, strongly differentiated children diagnosed with math learning disabilities from children with average math abilities.”
Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties (2013, background): “Researchers suggest students with MD have visual or spatial difﬁculty that interferes with understanding place value (Swanson & Jerman, 2006).”
Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities. (2012, neutral): “…and processing of information (D'Amico & Passolunghi, 2009; Geary, Hoard, Byrd-Craven, & DeSoto, 2004; Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007; 2008; Geary, Hoard, Nugent, & Byrd-Craven, 2008; Siegel & Ryan, 1989; see Raghubar, Barnes, & Hecht, 2010; Swanson & Jerman, 2006 for reviews).”
Skills underlying mathematics: The role of executive function in the development of mathematics proficiency (2014, neutral): “Two recent meta-analyses have suggested that children with mathematics disabilities have particular difficulty with the central executive component of working memory (David, 2012; Swanson & Jerman, 2006), especially when numerical information is involved (Andersson & Lyxell, 2007; David, 2012).”
The Effects of Mathematics Strategy Instruction for Children with Serious Problem-Solving Difficulties (2014, methodology): “A meta-analysis synthesizing research on cognitive studies of MD (Swanson & Jerman, 2006) suggested that visual working memory in children with MD is relatively intact when compared to the verbal working memory processes and, therefore, is an important route for strategy training.”
A structural model of algebra achievement: computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievement (2009, result): “Consistent with previous research with children (Bull et al, 1999 ; Demetriou et al, 2002 ; Floyd et al, 2003 ; Swanson & Jerman, 2006 ), and two studies with adolescents and adults (Demetriou et al, 2002 ; Floyd et al, 2003 ), we found that working memory was strongly related to adults’ abili”
A Review of Meta-Analyses in Education (2012, background): “Similarly, Valentine et al. (2010) reviewed a total of 12 research syntheses and raised concerns regarding wide dissimilarities across research syntheses in the methodologies employed as well as their reporting, indicating a lack of consensus or training among researchers in undertaking research syn”
Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research (2018, neutral): “Chodura, Kuhn, and Holling (2015), Kroesbergen and Van Luit (2003), and Swanson and Jerman (2006) conducted meta-analyses with more generalized types of intervention (i.e., interventions not focused specifically in one mathematics area).”
Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders (2008, methodology): “References from articles, particularly, reviews and prior meta-analyses of math interventions (Hodge et al., 2006; Kroesbergen & van Luit, 2003; Mooney, Ryan, Uhing, Reid, & Epstein, 2005; Swanson & Jerman, 2006; Xin & Jitendra, 1999), were examined for further relevant citations.”