Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

Binet's Contribution to Measures of Intelligence

Binet's Contribution to Measures of Intelligence

Alfred Binet, along with his student Théophile Simon, was tasked by the French Ministry of Education in 1904 to create a method for identifying students who struggled to learn through conventional classroom instruction. This initiative aimed to address overcrowding by placing such students in specialized schools. Binet and Simon developed an intelligence test comprising 30 tasks, ranging from simple commands, like touching one's nose or ear, to more complex tasks, such as drawing designs from...

Information Processing Approach

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...

Intellectual Disability

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...

Stereotype Threat and Self-fulfilling Prophecies

Stereotype Threat and Self-fulfilling Prophecies

When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...

Autism Spectrum Disorder

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Neonatal Survival After Serial Amnioinfusions for Anhydramnios Due to Fetal Kidney Failure: The RAFT Clinical Trial.

JAMA·2026

Same author

Functional and Patient-Reported Outcomes in the Atorvastatin versus Placebo Trial of Hemorrhagic Cerebral Cavernous Malformations: An Exploratory Study.

Cerebrovascular diseases (Basel, Switzerland)·2026

Same author

Intrawound Tobramycin Plus Vancomycin to Prevent Surgical Site Infection in Tibial Fractures: The TOBRA Randomized Clinical Trial.

JAMA·2026

Same author

Effect of nonsteroidal anti-inflammatory drugs on union, opioid utilization, and pain management for tibial fractures (NSAID Trial): a pragmatic randomized clinical trial protocol.

OTA international : the open access journal of orthopaedic trauma·2026

Same author

Recurrent Symptomatic Hemorrhage in Cerebral Cavernous Malformations After Discontinuation of Atorvastatin or Placebo.

Journal of the American Heart Association·2026

Same author

Topical antibiotic therapy to reduce infection after operative treatment of fractures at high risk of infection: TOBRA-a multicenter randomized controlled trial protocol.

OTA international : the open access journal of orthopaedic trauma·2025

Search research articles

Related Experiment Video

Updated: Jun 17, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Kindergarten Predictors of Math Learning Disability.

Michèle M M Mazzocco¹, Richard E Thompson

¹Department of Psychiatry and Behavioral Health Sciences, Johns Hopkins School of Medicine; Department of Population and Family Health Sciences, Johns Hopkins Bloomberg School of Public Health; Math Skills, Development Project, Kennedy Krieger Institute.

Learning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children

|January 20, 2010

Summary

This summary is machine-generated.

Early kindergarten cognitive assessments can predict mathematics learning disability (MLD) by third grade. An abbreviated test battery, focusing on specific math skills, proved as effective as comprehensive assessments for identifying at-risk children.

More Related Videos

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

Advancing Dyslexia Assessment in Children Through Computerized Testing

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Related Experiment Videos

Last Updated: Jun 17, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

Advancing Dyslexia Assessment in Children Through Computerized Testing

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Area of Science:

Child Psychology
Educational Psychology
Neuroscience

Background:

Mathematics learning disability (MLD) affects a significant portion of students.
Early identification of MLD is crucial for timely intervention.
Predicting MLD requires understanding the underlying cognitive and academic precursors.

Purpose of the Study:

To determine if kindergarten cognitive data can predict third-grade MLD.
To evaluate the efficacy of an abbreviated test battery compared to standard assessments for MLD prediction.
To align abbreviated battery findings with established MLD characteristics.

Main Methods:

A prospective longitudinal study of 226 children from kindergarten.
Administration of mathematics achievement, cognitive, visual-spatial, and rapid naming measures.
Analysis of kindergarten test scores and items to predict MLD in grades 2 and 3.

Main Results:

Standardized scores from the full battery correctly classified 80-83% of participants for MLD.
Specific subsets of kindergarten test items (numeral reading, number constancy, magnitude judgment, mental addition) were as predictive as the full battery.
Abbreviated battery predictions aligned with MLD literature.

Conclusions:

Kindergarten cognitive and specific academic skills can effectively predict future MLD.
Early screening for MLD is feasible using targeted assessments.
Findings support the development of efficient early identification tools for at-risk students.