Longitudinal outcomes for mathematics achievement for students with learning disabilities

Journal of Educational Research

Volumn 104, Issue 3, 2011, Pages 147-157

  Judge, Sharon ^a   Watson, Silvana M R ^a  

^a OLD DOMINION UNIVERSITY   (United States)

Author keywords

achievement; learning disabilities; mathematics

Indexed keywords

EID: 79953686805     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220671003636729     Document Type: Article

References (82)

1. Ackerman, P. T., & Dykman, R.A. (1995). Reading-disabled students with and without comorbid arithmetic disability. Developmental Neuropsychology, 11, 351-371.
2. Augustyniak, K., Murphy, J., & Phillips, D. K. (2005). Psychological perspectives in assessing mathematics learning needs. Journal of Instructional Psychology, 32, 277-286. (Pubitemid 43077905)
3. Barbaresi, W. J., Katusic, S. K., Colligan, R. C., Weaver, A. I., & Jacobsen, S. J. (2005). Math learning disorder: Incidence in a population-based birth cohort, 1976-1982, Rochester, Minn. Ambulatory Pediatrics, 5, 281-289. (Pubitemid 41419143)
4. Barnett, K. P., Clarizio, H. F., & Payette, K. A. (1996). Grade retention among students with learning disabilities. Psychology in the Schools, 33, 285-293. (Pubitemid 126323753)
5. Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of Learning Disabilities, 38, 333-339. (Pubitemid 41095925)
6. Berliner, D. C. (2006). Our impoverished view of educational research. Teachers College Record, 108, 945-995
7. Blackorby, J., Chorost, M., Garza, N., & Guzman, A. M. (2005). The academic performance of elementary and middle school students with disabilities [Electronic version]. In J. Blackorby, M.Wagner, R. Cameto, E. Davies, P. Levine, L. Newman, C. Marder, & C. Sumi (Eds.), Engagement, academics, social adjustment, and independence: The achievements of elementary and middle school students with disabilities (pp. 49-70). Menlo Park, CA: SRI International. Retrieved from http://www.seels.net
8. Blackorby, J., & Wagner, M. (2005). Students with disabilities in elementary and middle school: Progress among challenges. In J. Blackorby, M. Wagner, R. Cameto, E. Davies, P. Levine, L. Newman, C. Marder, & C. Sumi (Eds.), Engagement, academics, social adjustment, and independence: The achievements of elementary and middle school students with disabilities (pp. 105-116). Menlo Park, CA: SRI International. Retrieved from http://www.seels. net.
9. Blair, C., & Scott, K. G. (2002). Proportion of LD placements associated with low socioeconomic status: Evidence for a gradient? The Journal of Special Education, 1, 14-22.
10. Bryant, B. R., Bryant, D. P., Kethley, C., Kim, S. A., Pool, C., & Seo, Y. J. (2008). Preventing mathematics difficulties in the primary grades: The critical features of instruction in textbooks as part of the equation. Learning Disability Quarterly, 31, 21-35.
11. Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33, 250-254.
12. Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models. Thousand Oaks, CA: Sage.
13. Butterworth, B. (2005). Developmental dyscalculia. In J.I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 455-467). New York, NY: Psychology Press.
14. Calhoon, M. B., Emerson, R. W., Flores, M., & Houchins, D. E. (2007). Computational fluency performance profile of high school students with mathematical disabilities. Remedial and Special Education, 28, 292-303.
15. Chard,D. J., Baker, S. K., Jungjohann, K.,Davis,K., Smolkowski, K. (2008). Preventing early mathematics difficulties: The feasibility of a rigorous kindergarten mathematics curriculum. Learning Disability Quarterly, 31, 11-20.
16. Child Trends DataBank. (n.d.). Learning disabilities. Retrieved from http://www.childtrendsdatabank.org/indicators/65LearningDisabilities.cfm
17. Dedrick, R. F., Ferron, J. M., Hess, M. R., Hogarty, K. Y., Kromrey, J. D., Lang, T. R., . . . Lee, R. S. (2009). Multilevel modeling: A review of methodological issues and applications. Review of Educational Research, 79, 69-102.
18. Denton, K., & West, J. (2002). Children's reading and mathematics achievement in kindergarten and first grade (NCES 2002-125). Washington, DC: U.S. Department of Education.
19. Francis, D. J., Fletcher, J.M., Stuebing, K. K., Lyon, G. R., Shaywitz, B. A., & Shaywitz, S. E. (2005). Psychometric approaches to the identification of learning disabilities: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38, 98-110.
20. Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97, 493-513. (Pubitemid 41426398)
21. Fuchs, L. S.,&Fuchs, D. (2007). A model for implementing responsiveness to intervention. Teaching Exceptional Children, 39, 14-20.
22. Fuchs, L. S., Fuchs, D., Compton, D. L., Hamlett, C. L., & Seethaler, P. M. (2007). Mathematics screening and progress monitoring at first grade: Implications for interventions. Exceptional Children, 73, 311-330.
23. Fuchs, L. S., Fuchs, D., & Prentice, K. (2004). Responsiveness to mathematical problem-solving instruction: Comparing students at risk for mathematics disability with or without risk of reading disability. Journal of Learning Disabilities, 37, 293-303.
24. Gable, R. A.,&Cohen, S. S. (1990). Errors in arithmetic. In R.A. Gable&J. M. Hendrickson (Eds.), Assessing students with special needs (pp. 30-45). New York, NY: Longman.
25. Garcia, A. I., Jimenez, E., & Hess, S. (2006). Solving arithmetic word problems: An analysis of classification as a function of difficulty in children with and without arithmetic LD. Journal of Learning Disabilities, 39, 270-281. (Pubitemid 43813108)
26. Garmezy,N. (1993). Children in poverty:Resilience despite risk. Psychiatry, 56, 127-136.
27. Garmezy, N., & Masten, A. S. (1986). Stress, competence, and resilience: Common frontiers for therapist and psychopathologists. Behavior Therapy, 17, 500-521. (Pubitemid 17051747)
28. Garrett, A. J., Mazzocco, M. M. M., & Baker, L. (2006). Development of the metacognitive skills of prediction and evaluation in children with and without math disability. Learning Disabilities Research and Practice, 2, 77-88.
29. Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological and genetic components. Psychological Bulletin, 114, 345-362.
30. Geary, D. C. (2004).Mathematics and learning disabilities. Journal of Learning Disabilities, 37, 4-15. (Pubitemid 38157438)
31. Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanism underlying achievement deficits in children with mathematical learning disability. Child Development, 78, 1343-1359.
32. Geary, D. C., Hoard, M. K., & Hamson, C. O. (1999). Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74, 231-239.
33. Gersten, R., Jordan, N. C.,&Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304. (Pubitemid 41095919)
34. Gist, E. A., & King,M. (2008). Different, not better: Gender differences in mathematics learning and achievement. Journal of Instructional Psychology, 35, 43-53.
35. Griffin, S. A., Case, R., & Siegler, R. S. (1994). Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 24-49). Cambridge, MA: MIT Press.
36. Gross-Tsur, V., Manor, O., & Shalev, R. S. (1996). Developmental dyscalculia: Prevalence and demographic features. Developmental Medicine and Child Neurology, 38, 25-33.
37. Harry, B., & Anderson, M. G. (1994). The disproportionate representation of African-American males in special education programs: A critique of the process. Journal of Negro Education, 63, 602-619.
38. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brooks.
39. Herring, W. L., McGrath, D. J., & Buckley, J. A. (2007). Demographic and school characteristics of students receiving special education in the elementary grades. Washington, DC: National Center for Education Statistics.
40. Individuals with Disabilities Education Act Amendments of 2004, Pub. L. No. 108-446, 20 U.S.C 1400 (2004).
41. Jimerson, S. R. (2001). Meta-analysis of grade retention research: Implications for practice in the 21st century. School Psychology Review, 30, 313-330.
42. Jimerson, S. R., Anderson, G. E., & Whipple, A. D. (2002). Winning the battle and losing the war: Examining the relation between grade retention and dropping out of high school. Psychology in the Schools, 39, 441-457. (Pubitemid 41310452)
43. Jitendra, A. K., Salmento, M. M., & Haydt, L. A. (1999). A case analysis of fourth-grade subtraction instruction in basal mathematics programs: Adherence to important instructional design and criteria. Learning Disability Research and Practice, 14, 69-79.
44. Jordan, N. C. (1995). Clinical assessment of early mathematics disabilities: Adding up the research findings. Learning Disabilities Research & Practice, 10, 59-69.
45. Jordan, N. C., & Hanich, L. B. (2000). Mathematical thinking in secondgrade children with different forms of LD. Journal of Learning Disabilities, 33, 567-578.
46. Jordan, N. C., & Hanich, L. B., & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties. Child Development, 74, 834-850. (Pubitemid 37244643)
47. Jordan,N. C.,&Montani, T.O. (1997). Cognitive arithmetic and problem solving: A comparison of children with specific and general mathematics difficulties. Journal of Learning Disabilities, 30, 624-634. (Pubitemid 127466017)
48. Kavale, K.A., &Forness, S. R. (2000).What definitions of learning disability say and don't say: A critical analysis. Journal of Learning Disabilities, 33, 239-256.
49. Kovas, Y., Haworth, C.M. A., Petrill, S. A., & Plommin, R. (2007).Mathematical ability of 10-year-old boys and girls:Genetic and environmental etiology of typical and low performance. Journal of Learning Disabilities, 40, 554-567.
50. Lee, J., Grigg, W.,&Donahue, P. (2007). TheNation's Report Card: Reading 2007 (NCES 2007-496). Washington, DC: National Center for Education Statistics.
51. Lerner, J., &Johns, B. (2009). Learning disabilities and related mild disabilities: Characteristics, teaching strategies, and new directions (11th ed.). Boston, MA: Houghton Mifflin.
52. Lewis, C., Hitch, G. J., & Walker, P. (1994). The prevalence of specific arithmetic difficulties and specific reading difficulties in 9-to 10-yearold boys and girls. Journal of Child Psychology and Psychiatry, 35, 283-292. (Pubitemid 24044018)
53. Mazzocco,M.M.M. (2005). Challenges in identifying target skills formath disability screening and intervention. Journal of Learning Disabilities, 38, 318-323. (Pubitemid 41095923)
54. Mazzocco, M. M. M., & Myers, G. F. (2003). Complexities in identifying and defining mathematics learning disability in the primary school age years. Annuals of Dyslexia, 53, 218-253. (Pubitemid 38148525)
55. McLeskey, J.,&Grizzle, K. L. (1992). Grade retention rates among students with learning disabilities. Exceptional Children, 58, 548-554.
56. Mercer, C. D., & Miller, S. P. (1992). Teaching students with learning problems in math to acquire, understand, and apply basic math facts. Remedial and Special Education, 13, 19-35.
57. Miller, S. P., & Mercer, C. D. (1997). Educational aspects of mathematics disabilities. Journal of Learning Disabilities, 30, 47-56.
58. Msall, M. E., Avery, R. C., Msall, E. R., & Hogan, D. P. (2007). Distressed neighborhoods and child disability rates: Analyses of 157,000 school-age children. Developmental Medicine & Child Neurology, 49, 814-817. (Pubitemid 350020442)
59. Murphy, M. M., Mazzocco, M. M. M., Hanich, L. B., & Early, M. C. (2007). Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD. Journal of Learning Disabilities, 40, 458-478.
60. Naglieri, J. A.,&Johnson, D. (2000). Effectiveness of a cognitive intervention in improving arithmetic computation based on the PASS theory. Journal of Learning Disabilities, 33, 591-597.
61. National Council of Mathematics Educators. (2004). Principles & standards for school mathematics. Retrieved from http://www.nctm.org/standards
62. National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.
63. No Child Left Behind Act of 2001, Pub. L. No. 107-110, 20 U.S.C. 6301 (2002).
64. Ostad, S. A. (1998). Developmental differences in solving simple arithmetic word problems and simple number-fact problems: A comparison of mathematically normal and mathematical disabled children. Mathematical Cognition, 4, 1-20. (Pubitemid 128118235)
65. Passolunghi, M. C., & Siegel, L. S. (2001). Short-term memory, working memory, and inhibitory control in children with difficulties in arithmetic problem solving. Journal of Experimental Child Psychology, 80, 44-57. (Pubitemid 33652040)
66. Passolunghi, M. C., & Siegel, L. S. (2004).Working memory and access to numerical information in children with disability inmathematics. Journal of Experimental Child Psychology, 88, 348-367. (Pubitemid 38999020)
67. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
68. Raudenbush, S., Bryk, A., Cheong, Y. F., & Congdon, R. (2004). HLM 6: Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International.
69. Reschly, D. J. (1997). Disproportionate minority representation in general and special education: Patterns, issues, and alternatives. Des Moines, IA: Drake University, Mountain Plains Regional Resource Center. Retrieved from ERIC database. (ED415632
70. Riccomini, P. J. (2005). Identification and remediation of systematic error patterns in subtraction. Learning Disability Quarterly, 28, 233-242. (Pubitemid 41229696)
71. Roderick, M., Nagaoka, J., Bacon, J., & Easton, J. Q. (2000). Update: Ending social promotion-Passing, retention, and achievement among promoted and retained students, 1995-1999. Chicago, IL: Consortium on Chicago School Research.
72. Shalev, R. S., & Gross-Tsur, V. (2001). Developmental dyscalculia. Pediatrics Neurology, 24, 337-342. (Pubitemid 32552054)
73. Shalev, R. S., Manor, O., & Gross-Tsur, V. (2005). Developmental dyscalculia: A prospective six-year follow-up. Developmental Medicine and Child Neurology, 47, 121-125. (Pubitemid 40246493)
74. Singer, J. D., &Willett, J. B. (2003). Applied longitudinal data analysis. New York, NY: Oxford University Press.
75. Smith, J. R., Brooks-Gunn, J., & Klebanoc, P. K. (1997). Consequences of living in poverty for young children's cognitive and verbal ability and early school achievement. In G.J. Duncan & J. Brooks-Gunn (Eds.), Consequences of growing up poor (pp. 132-189). New York, NY: Sage Foundation.
76. Swanson, H. L., & Jerman, O. (2006). A selective meta-analysis of the literature. Review of Educational Research, 76, 249-279.
77. Swanson, L., & Kim, K. (2007). Working memory, short-term-memory, and naming speed as predictors of children's mathematical performance. Intelligence, 35, 151-168.
78. Tourangeau, K., Nord, C., Lê, T., Pollack, J. M., & Atkins-Burnett, S. (2006). Early childhood longitudinal study kindergarten class of 1998-99 (ECLS-K), Combined user's manual for the ECLS-K fifth-grade data files and electronic codebooks (NCES 2006-032). Washington, DC: National Center for Education Statistics.
79. U.S. Department of Education. (1998). Twentieth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author. Retrieved from ERIC database. (ED424722)
80. U. S. Department of Education. (2000). ECLS-K restricted access student abstract data files. Washington, DC: Author.
81. Van Luit, H. E. H., & Schopman, E. A.M. (2000). Improving early numeracy of young children with special needs. Remedial and Special Education, 21, 27-40.
82. Werner, E. E. (1993). Risk, resilience, and recovery: Perspectives from the Kauai Longitudinal Study. Developmental and Psychopathology, 5, 503-515.