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¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Counting-string intrusions were common and did not differ between LA-Severe Fact Retrieval and MLD groups; MLD children showed a large across-grade decrease while LA-Severe children did not. → 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

Multilevel models of the percentage of retrieval errors that were counting string intrusions, second to fourth grade, found significant group, slope, and interaction effects (F(1,225) = 19.34, F(3,219) = 19.63, F(3,219) = 4.77). The study reports the MLD group's "large decrease in intrusion errors across grades" and none for LA-Severe.

"the children with MLD showed a large decrease in intrusion errors across grades (|t|s > 2.60, ps<.01), but the LA-Severe Fact Retrieval children did not (ts < 1)."

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — outcome: instruction changes it

Related Claims¶

• 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 — 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
• Children with LA show a less severe impairment pattern than children with MLD, differing only on symbolic approximate addition — reports the opposite
• 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
• No profile distinguishes more severe, persistent, or specific MLD from less severe MLD on cognitive skills — related