Most children with MLD or low achievement exhibit deficits in both domain-general and numerical factors, supporting a multiple deficits view¶

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? In the single point groups, 86% of MLD and 55% of LA children had multiple deficits; in the persistent subset, 91% of MLD and 50% of LA children had combinations of deficits. → 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

Analysis of deficit incidence (scores more than 1SD below the mean) in MLD (n=29), LA (n=42), and TA (n=187) groups, with persistent subsets excluding low CPM scores. Most children in difficulty groups had more than one type of deficit.

"In the single point groups, 86% (25/29) MLD and 55% (23/42) LA children had multiple deficits. This pattern was repeated in the persistent subset: 91% (10/11) of the MLD group and 50% (7/14) of the LA group had combinations of deficits."

Discussion¶

Related Claims¶

• Multidigit skills deficits differentiate number difficulty groups more clearly than single digit processing or domain-general deficits — 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 — a broader claim this one bears on
• Children with MLD show pervasive working memory deficits while both LA groups score in the average range on all three working memory components — related