First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Developmental Psychology

Background:

• Mathematics achievement varies significantly among children from kindergarten to 3rd grade.
• Identifying distinct developmental trajectories in mathematics is essential for understanding learning differences.
• Previous research highlights the role of cognitive factors in mathematical ability.

Purpose of the Study:

• To identify distinct latent growth trajectories of mathematics achievement from kindergarten to 3rd grade.
• To examine the cognitive profiles (IQ, working memory, number sense) associated with these trajectories.
• To explore implications for early identification of children at risk for mathematical learning disability.

Main Methods:

• Latent growth trajectory analyses were used to classify students into achievement groups (n=306).
• Cognitive assessments including intelligence (IQ), working memory, and mathematical cognition were administered in 1st grade.
• Comparison of cognitive measures across identified achievement groups.

Main Results:

• Four distinct trajectories were identified: mathematical learning disability (MLD), low achieving (LA), typical achieving (TA), and high achieving (HA).
• MLD children exhibited deficits in working memory, IQ, and number sense.
• LA children showed deficits in number sense and addition fact retrieval, but not in working memory or IQ.
• HA children were characterized by strong visuospatial working memory, number sense, and use of memory-based strategies.

Conclusions:

• Distinct cognitive profiles are associated with different mathematics achievement trajectories.
• Working memory and number sense are critical early indicators for identifying children at risk for MLD.
• These findings support targeted interventions for early identification and support of struggling learners.