After controlling for domain-general abilities and reading, MLD children show deficits on all mathematical cognition tasks while LA-Severe children show a specific counting-string intrusion deficit¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? A repeated measures ANCOVA with IQ, working memory, processing speed, and reading covariates yielded significant group and group-by-task effects, indicating more than one underlying mechanism. → Geary 2012

Evidence¶

Geary 2012¶

Geary, D. C., Hoard, M. K., & Bailey, D. H. (2012). Fact Retrieval Deficits in Low Achieving Children and Children with Mathematical Learning Disability. Journal of Learning Disabilities, 45(4). https://doi.org/10.1177/0022219410392046

q3 · i? · associational · r2

Repeated measures analysis of covariance on standardized intercept scores for intrusion errors, d-prime, number line, and procedural competence, covarying verbal and nonverbal IQ, working memory components, RAN RT, word reading, and retrieval error frequency. The significant interaction suggests, per the article, more than one mechanism.

"The results revealed significant group, F(3,206) = 32.95, p<.0001, and group by task effects, F(9,618) = 93.37, p<.0001."

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes
• Reading and Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Counting-string intrusion errors are as common in LA-Severe Fact Retrieval children as in children with MLD, but decline across grades only for the MLD group — related
• Children with LA show a less severe impairment pattern than children with MLD, differing only on symbolic approximate addition — related
• LA-Severe Fact Retrieval children commit retrieval errors on forced retrieval at rates equal to children with MLD, with no across-grade improvement — related
• Fact retrieval deficits in LA-Severe children occur alongside intact addition procedural competencies and modest, improving number-task performance — related
• Second graders with MLD commit at least 2.5 times more counting errors than children in the other groups but narrow the gap by fourth grade — related
• Children with MLD show pervasive working memory deficits while both LA groups score in the average range on all three working memory components — related
• No profile distinguishes more severe, persistent, or specific MLD from less severe MLD on cognitive skills — reports the opposite
• Multidigit skills deficits differentiate number difficulty groups more clearly than single digit processing or domain-general deficits — related
• Most children with MLD or low achievement exhibit deficits in both domain-general and numerical factors, supporting a multiple deficits view — a narrower finding that bears on this claim