Individual records revealed contrasting specific disabilities within the same pupil across arithmetic operations¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 1918 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? A seventh-grade boy was consistently capable in subtraction but never attained a high score in multiplication, illustrating the need for diagnosing specific disabilities. → Buford Johnson 1918
Evidence¶
Buford Johnson 1918¶
Buford Johnson. (1918). The Use of Tests in the Evaluation of Methods of Instruction. The Journal of Educational Psychology. https://www.google.com/search?q=The+Use+of+Tests+in+the+Evaluation+of+Methods+of+Instruction+Johnson+1918
q2 · i? · associational · r1
Case analysis of one grade VII boy's Cleveland Survey Arithmetic Tests performance (Table X). The article reports "In multiplication this boy never attained a high score, While in subtraction he is consistently capable" and calls the pattern a problem for study.
"In multiplication this boy never attained a high score, While in subtraction he is consistently capable. Failure in division in no sense describes his status so far as that process is considered. Why he should have failed in the simpler forms, but succeeded in the more complex forms is a problem for study."
Discussion¶
Learner Variables¶
- Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes
Related Claims¶
- DD children show operation-specific hyperactivation: greater IPS, superior parietal lobule and fusiform activity during subtraction, while during addition only the right superior parietal lobule differs (lower in DD) — related
- Children with developmental dyscalculia are disproportionately impaired on subtraction accuracy relative to addition, showing a significant group × operation interaction — related
- Comparison with standard scores suggested three groupings of pupils with distinct instructional needs — a broader claim this one bears on
- Adults with dyslexia are slower than controls on single-digit arithmetic, with a larger multiplication-minus-subtraction reaction-time difference, even after controlling digit identification speed — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
individual-records-specific-disabilities |
title |
Individual records revealed contrasting specific disabilities within the same pupil across arithmetic operations |
description |
Individual records revealed contrasting specific disabilities within the same pupil across arithmetic operations |
status |
review |
evidence_strength |
weak |
newest_evidence |
1918 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — buford-johnson-1918 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.