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Developmental dyscalculia: a prospective six-year follow-up
Ruth S Shalev1, Orly Manor, Varda Gross-Tsur
1Shaare Zedek Medical Centre, Jerusalem 91031, Israel. shalev@szmc.org.il
Developmental Medicine and Child Neurology
|February 15, 2005
Summary
Developmental dyscalculia (DC) is a persistent learning difficulty. Almost half of children diagnosed with DC in elementary school still struggle with math in late adolescence.
Area of Science:
- Neuroscience
- Developmental Psychology
- Educational Psychology
Background:
- Developmental dyscalculia (DC) is a specific learning difficulty impacting mathematical abilities.
- Understanding the long-term trajectory and prognostic factors of DC is crucial for effective intervention.
Purpose of the Study:
- To investigate the natural history of developmental dyscalculia (DC) over a six-year period.
- To identify factors influencing the prognosis of DC in children with normal intelligence.
Main Methods:
- A prospective longitudinal study followed 140 children diagnosed with DC in fifth grade.
- Assessments included arithmetic, reading, writing tests, behavioral scales, socioeconomic status, and familial learning history.
- Participants were re-evaluated in eighth and eleventh grades, with DC re-categorization based on performance in the lowest fifth percentile.
Main Results:
- At six-year follow-up, 95% of participants still performed poorly in arithmetic.
- 40% of initially diagnosed children met the criteria for DC in eleventh grade, indicating chronicity.
- Factors associated with persistent DC included initial severity, lower IQ, inattention, and co-occurring writing problems.
Conclusions:
- Developmental dyscalculia (DC) is an enduring specific learning difficulty persisting into late adolescence for a significant portion of individuals.
- Early severity, cognitive factors (IQ), and associated learning challenges predict the long-term course of DC.