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dc.contributor.authorHellstrand, H.
dc.contributor.authorHolopainen, S.
dc.contributor.authorKorhonen, J.
dc.contributor.authorRäsänen, P.
dc.contributor.authorHakkarainen, A.
dc.contributor.authorLaakso, J-M.
dc.contributor.authorLaine, A.
dc.contributor.authorAunio, P.
dc.date.accessioned2024-08-28T09:56:04Z
dc.date.available2024-08-28T09:56:04Z
dc.date.issued2024
dc.identifier.citationHellstrand, H., Holopainen, S., Korhonen, J., Räsänen, P., Hakkarainen, A., Laakso, J-M., Laine, A., & Aunio, P. (2024). Arithmetic fluency and number processing skills in identifying students with mathematical learning disabilities. <i>Research in Developmental Disabilities</i>, <i>151</i>, Article 104795. <a href="https://doi.org/10.1016/j.ridd.2024.104795" target="_blank">https://doi.org/10.1016/j.ridd.2024.104795</a>
dc.identifier.otherCONVID_220838517
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/96795
dc.description.abstractBackground Students with mathematical learning disabilities (MLD) struggle with number processing skills (e.g., enumeration and number comparison) and arithmetic fluency. Traditionally, MLD is identified based on arithmetic fluency. However, number processing skills are suggested to differentiate low achievement (LA) from MLD. Aims This study investigated the accuracy of number processing skills in identifying students with MLD and LA, based on arithmetic fluency, and whether the classification ability of number processing skills varied as a function of grade level. Methods and procedures The participants were 18,405 students (girls = 9080) from Grades 3–9 (ages 9–15). Students’ basic numerical skills were assessed with an online dyscalculia screener (Functional Numeracy Assessment –Dyscalculia Battery, FUNA-DB), which included number processing and arithmetic fluency as two factors. Outcomes and results Confirmatory factor analyses supported a two-factor structure of FUNA-DB. The two-factor structure was invariant across language groups, gender, and grade levels. Receiver operating characteristics curve analyses indicated that number processing skills are a fair classifier of MLD and LA status across grade levels. The classification accuracy of number processing skills was better when predicting MLD (cut-off < 5 %) compared to LA (cut-off < 25 %). Conclusions and implications Results highlight the need to measure both number processing and arithmetic fluency when identifying students with MLD.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesResearch in Developmental Disabilities
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherarithmetic fluency
dc.subject.otherdyscalculia screener
dc.subject.othermathematical learning disabilities
dc.subject.othernumber processing skills
dc.subject.othernumerical skills
dc.titleArithmetic fluency and number processing skills in identifying students with mathematical learning disabilities
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202408285680
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0891-4222
dc.relation.volume151
dc.type.versionpublishedVersion
dc.rights.copyright© 2024 The Authors. Published by Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.subject.ysooppimisvaikeudet
dc.subject.ysomatemaattiset taidot
dc.subject.ysoaritmetiikka
dc.subject.ysonumeerinen lukutaito
dc.subject.ysoalakoululaiset
dc.subject.ysoyläkoululaiset
dc.subject.ysolaskemisen erityisvaikeus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p5302
jyx.subject.urihttp://www.yso.fi/onto/yso/p23002
jyx.subject.urihttp://www.yso.fi/onto/yso/p3159
jyx.subject.urihttp://www.yso.fi/onto/yso/p31070
jyx.subject.urihttp://www.yso.fi/onto/yso/p38259
jyx.subject.urihttp://www.yso.fi/onto/yso/p38262
jyx.subject.urihttp://www.yso.fi/onto/yso/p20988
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.ridd.2024.104795
jyx.fundinginformationThis research was partly supported by a grant from the Swedish Cultural Foundation in Finland (140884) and from the Academy of Finland EDUCA Flagship Programme (358947) to the research project.
dc.type.okmA1


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