Students with LD show higher verbal skills, processing speed and counting skills than students with MID, but the groups do not differ in working memory, phonological short-term memory or knowledge of properties of operations¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

q2 i? Pre-intervention comparisons found significant LD-MID differences in verbal skills, processing speed and counting. → Agaliotis and Teli 2016 q2 i? No significant LD-MID differences were found in working memory, phonological short-term memory, or properties of operations. → Agaliotis and Teli 2016 (2)

Evidence¶

Agaliotis and Teli 2016¶

Agaliotis, I., & Teli, A. (2016). Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors. Journal of Education and Learning, 5(4). https://doi.org/10.5539/jel.v5n4p90

q2 · i? · causal · r2

Mann-Whitney baseline comparison of cognitive and learning factors between students with LD (n = 39) and MID (n = 14); significant differences favoring LD in verbal skills, processing speed and counting, with only test statistics printed.

"there were statistically significant differences in verbal skills abilities (U = 120.000, z = -3.090, p = .002), processing speed (U = 84.500, z = -2.579, p = .010) and counting (U = 162.000, z = -2.623, p = .009)"

Agaliotis and Teli 2016 (2)¶

Agaliotis, I., & Teli, A. (2016). Teaching Arithmetic Combinations of Multiplication and Division to Students with Learning Disabilities or Mild Intellectual Disability: The Impact of Alternative Fact Grouping and the Role of Cognitive and Learning Factors. Journal of Education and Learning, 5(4). https://doi.org/10.5539/jel.v5n4p90

q2 · i? · causal · r2

Baseline Mann-Whitney comparisons showing no significant LD-MID differences in working memory, phonological short-term memory, or knowledge of properties of operations; equivalence was not tested, only non-significance reported.

"there were no significant differences in working memory (U = 142.000, z = -.935, p = .350), phonological short-term memory (U = 251.500, z = -. 467, p = .641), and properties of operations (U = 221.5, z = -.919, p = .358)"

Discussion¶

Related Claims¶

• Processing speed, counting skills and knowledge of properties of operations correlate with arithmetic-combination fluency for both LD and MID students, while phonological short-term memory correlates with division fluency only for LD students — related
• Working memory, processing speed, and verbal comprehension weaknesses are shared across reading and math deficits — related
• Students with LD significantly outperform students with MID in post-intervention multiplication fact fluency, but not in division fluency or generalization — related