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Screening for mathematical disabilities in kindergarten.

Pieter Stock¹, Annemie Desoete, Herbert Roeyers

¹Ghent University, Belgium.

Developmental Neurorehabilitation

|March 9, 2010

Summary

Early identification of mathematical learning disabilities in kindergarten is possible. Key markers include counting knowledge, seriation, classification, and magnitude comparison, enabling detection in 77% of at-risk children.

Area of Science:

Developmental Psychology
Educational Psychology
Cognitive Science

Background:

Mathematical learning disabilities can hinder academic progress.
Early identification is crucial for timely intervention.
Identifying early markers in kindergarten can prevent later academic challenges.

Purpose of the Study:

To identify potential early markers for mathematical learning disabilities in kindergarten.
To enable early detection and intervention for at-risk children.
To prevent the development of unrecognized mathematical disabilities.

Main Methods:

Studied performances in preparatory arithmetic tasks in 361 kindergartners.
Compared children at risk for mathematical disabilities with moderately achieving children.

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Focused on differences in specific pre-arithmetic skills.

Main Results:

Children at risk showed lower scores in procedural counting knowledge, conceptual counting knowledge, seriation, classification, conservation, and magnitude comparison.
These kindergarten abilities could detect 77% of children at risk for mathematical disabilities.
Several specific skills were identified as potential early indicators.

Conclusions:

Procedural and conceptual counting knowledge are potential early screeners.
Seriation and classification skills can aid in detecting mathematical learning disabilities.
Magnitude comparison abilities are also valuable for early screening.