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Related Experiment Video

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

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

Published on: August 28, 2021

Cognitive and mathematical profiles for different forms of learning difficulties.

Paul T Cirino1, Lynn S Fuchs2, John T Elias3

  • 1University of Houston, TX, USA pcirino@uh.edu.

Journal of Learning Disabilities
|July 16, 2013
PubMed
Summary

Students with mathematics difficulty (MD) and reading difficulty (RD) show distinct cognitive and math profiles. Understanding these differences is key for targeted interventions in learning difficulties.

Keywords:
comorbiditymathematicsreading

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Learning difficulties significantly impact academic performance.
  • Students often present with comorbid mathematics difficulty (MD) and reading difficulty (RD).
  • Understanding the distinct cognitive and mathematical profiles of these subgroups is crucial for effective intervention.

Purpose of the Study:

  • To compare cognitive and mathematics characteristics of students with varying learning difficulties.
  • To investigate subgroups including mathematics difficulty (MD), reading difficulty (RD), and comorbid MD and RD (MDRD).
  • To identify discriminating cognitive and mathematics measures across these subgroups.

Main Methods:

  • Evaluated students with MD, RD, MDRD, and no learning difficulties (NoLD) on cognitive (working memory, language) and mathematics (foundational skills, computation, problem-solving) measures.
  • Utilized percentile criteria (< 25th and < 10th) to define subgroups.
  • Analyzed level and profile differences among the identified groups.

Main Results:

  • NoLD students outperformed RD students; MD students outperformed MDRD students.
  • Cognitive measures showed profile differences between subgroups, particularly processing speed and language.
  • Mathematics measures revealed profile differences between RD and other subgroups, but not between MD and MDRD.

Conclusions:

  • Distinct cognitive and mathematical profiles exist across learning difficulty subgroups.
  • Processing speed and language are key cognitive discriminators.
  • Findings inform the understanding of comorbid MD and RD and core deficits in MD, guiding educational strategies.