Multidigit skills deficits differentiate number difficulty groups more clearly than single digit processing or domain-general deficits¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? MLD groups had higher proportions of single digit processing and multidigit skills deficits than LA groups, but domain-general deficit frequency did not differ between MLD and LA. → Cowan 2014

Evidence¶

Cowan 2014¶

Cowan, R., & Powell, D. (2014). The Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning Disability. Journal of Educational Psychology, 106(1), 214-229. https://doi.org/10.1037/a0034097

q3 · i? · associational · r2

Chi-square comparisons of deficit proportions between MLD and LA groups in single point (n=71 across both groups) and persistent subsets. Single digit processing and multidigit deficits differentiated MLD from LA; domain-general deficits did not.

"single digit processing, single point χ2(1, 71) = 5.91, p = .015, persistent χ2(1, 25) = 4.66, p = .031; multidigit skills, single point χ2(1, 71) = 5.67, p = .017, persistent χ2(1, 25) = 5.36, p = .021; domain-general, single point χ2(1, 71) = 3.08, p = .079, persistent χ2(1, 25) = 0.02, p = .895"

Discussion¶

Related Claims¶

• Most children with MLD or low achievement exhibit deficits in both domain-general and numerical factors, supporting a multiple deficits view — related
• No profile distinguishes more severe, persistent, or specific MLD from less severe MLD on cognitive skills — related
• 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
• Children with LA show a less severe impairment pattern than children with MLD, differing only on symbolic approximate addition — related