Children with mathematical learning disabilities use finger counting more often and switch to memory-based strategies later than typically developing peers¶

Claim · All claims
Evidence · 1 study (3 entries) · review r3 · q2–q3
Currency · newest study 2023 · not yet checked against its sources · 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.

q3 i? Children with MLD and DLD+LMD made more frequent use of finger counting and switched to memory-based strategies later than children with TD and DLD; the review describes the group difference as of medium effect size without printing a value. → Maëlle Neveu 2023 q2 i? Children with MLD used finger counting more often but were less accurate than TD children in cross-sectional comparison. → Maëlle Neveu 2023 (2) q2 i? The switch from finger-based to memory-based strategies occurred earlier in Chinese than American kindergartners, with group differences the review describes as medium to large without printing values. → Maëlle Neveu 2023 (3)

Evidence¶

Maëlle Neveu 2023¶

Maëlle Neveu, Marie Geurten, Nancy Durieux, Laurence Rousselle. (2023). Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09722-8

q3 · i? · review · r3

Longitudinal study following children with TD, DLD, MLD, and DLD+LMD from second to third grade; the review reports the group difference "was of medium effect size" but prints no numeric effect size value.

"Wylie et al. (2012) showed that children with MLD and DLD + LMD made more frequent use of finger counting and switched to memory-based strategies later than children with TD and DLD. The difference between these groups was of medium effect size."

Maëlle Neveu 2023 (2)¶

q2 · i? · review · r3

Cross-sectional comparison of first-, third-, and fifth-graders with MLD and working memory deficits against TD children; children with MLD used finger counting more often but were less accurate. No effect size printed.

"Comparing the computation skills of first-, third-, and fifth-graders with MLD and working memory deficits to those of TD children, Geary et al. (2004) showed that children with MLD used finger counting more often but were less accurate than TD children."

Maëlle Neveu 2023 (3)¶

q2 · i? · associational · r?

Cross-sectional comparison of calculation strategies in Chinese and American TD kindergartners (Geary et al., 1993); the earlier switch in Chinese children showed group differences the review describes as "medium to large effect sizes" without printing numeric values.

"this switch from finger-based to memory-based strategies occurred earlier in Chinese children than in their American peers. These group differences had medium to large effect sizes."

Discussion¶

Page metadata

Field	Value
`type`	`claim`
`id`	`mld-children-finger-counting-longer-later-switch`
`title`	`Children with mathematical learning disabilities use finger counting more often and switch to memory-based strategies later than typically developing peers`
`description`	`Children with mathematical learning disabilities use finger counting more often and switch to memory-based strategies later than typically developing peers`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2023`
`generated`	by `process:wiki-ingest` on `2026-10-22`
`trust`	unverified — no one has confirmed this page's content
`sources`	3 — `maëlle-neveu-2023`, `maëlle-neveu-2023-2`, `maëlle-neveu-2023-3`

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