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There is a PowerPoint file available to accompany this presentation. The BDA Conference 2001 CD-ROM contains 61 PowerPoint files. For details of how to obtain the CD-ROM, please contact the BDA.
Thursday stream 2 Session 14.00 - 15.40 Length 25 minutes
Fiona Simmons and Chris Singleton
Department of Psychology, University of Hull c.singleton@psy.hull.ac.uk
Abstract
Previous research has suggested that children whose arithmetic attainment is significantly lower than their literacy attainments display cognitive profiles that differ from normally developing and dyslexic children. The aim of this study was to determine whether literate children with significant arithmetic difficulties display a distinctive profile of cognitive abilities. Participant identification involved two stages. 196 primary schools in Hull and East Yorkshire were contacted and asked if they had any children aged 9 or over who had significant difficulties with arithmetic, but better reading and spelling. Over 25 schools identified potential participants. The children with difficulties were assessed with the BAS II core and achievement scales. Children with significant arithmetic difficulties (defined as a score on the BAS II number skills test at or below the 25th centile) and better reading (defined as a discrepancy of at least 15 standard score points between the BAS II number skills and reading tests) were included in the experimental group. Children (without significant arithmetic difficulties) matched according to reading level were used as a control group. They were also matched as closely as possible on age, sex, school and school year. The BAS II core scales profiles of the two groups were compared. A follow-up study compared the two groups' arithmetic profiles, memory, phonological skills and counting abilities. The relationships between different patterns of cognitive and different academic strengths and weaknesses will be discussed. It is suggested that literate children with significant arithmetic difficulties may benefit from different intervention strategies that differ from those advocated for dyslexic children who have number difficulties.
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