No profile distinguishes more severe, persistent, or specific MLD from less severe MLD on cognitive skills¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Number-sense deficits did not vary with specificity of the sample (p = .174) or with sample age entered alone, contradicting the expectation that the most severe, persistent, specific MLD constitutes dyscalculia with a core number-sense deficit. → Kroesbergen 2023

Evidence¶

Kroesbergen 2023¶

Kroesbergen, E. H.; Huijsmans, M. D. E.; Friso-van den Bos, I. (2023). A Meta-Analysis on the Differences in Mathematical and Cognitive Skills Between Individuals With and Without Mathematical Learning Disabilities. Review of Educational Research. https://doi.org/10.3102/00346543221132773

q3 · i? · quant-synthesis · r2

Moderator analyses on number-sense effect sizes. Seriousness and persistence as single predictors yielded no significant relations; only seriousness × persistence interactions emerged, and the authors conclude a profile distinguishing more serious, persistent, or specific MLD was not detected.

"Group differences between groups with MLD and typically performing groups (effect sizes) in number sense did not vary as a function of the specificity of difficulties of the MLD group that was included in studies, p = .174"

Discussion¶

Related Claims¶

• People with MLD show a large pooled deficit in mathematics performance versus typically performing peers (g = 1.52) — related
• People with MLD show lower number sense than typically developing peers (g = 0.88), with the largest deficits on mapping tasks — related
• Sample selection criteria moderate MLD effect sizes: stricter cutoffs, specificity, and age change group differences — reports the opposite
• Children with LA show a less severe impairment pattern than children with MLD, differing only on symbolic approximate addition — reports the opposite
• 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 — reports the opposite
• Children with MLD and LA are less accurate than TA children on symbolic but not non-symbolic approximate addition — related
• Fact retrieval deficits in LA-Severe children occur alongside intact addition procedural competencies and modest, improving number-task performance — related
• Counting-string intrusion errors are as common in LA-Severe Fact Retrieval children as in children with MLD, but decline across grades only for the MLD group — related
• First graders with MLD are slower than typically achieving peers on symbolic but not non-symbolic numerical magnitude comparison — related
• Multidigit skills deficits differentiate number difficulty groups more clearly than single digit processing or domain-general deficits — related
• Most children with MLD or low achievement exhibit deficits in both domain-general and numerical factors, supporting a multiple deficits view — related