Growth in Working Memory and Cognitive Predictors of Mathematics Achievement in Children of Varying Ability

• In Event: Special Education Research: Math Instruction and Students With Disabilities

Abstract

The purpose of this study was to examine growth in cognitive processes and their effect on general mathematics achievement among children who vary in math ability. Four subgroups were identified: children with mathematical disability (MD, n=12), low achieving children (LA, n=21), average achieving children (AA, n=72) and high achieving children (HA, n=22). A battery of tests was administered that assessed fluid intelligence, problem solving, arithmetic calculation, reading, cognitive processing, and inattention in Grade 1, Grade 2 and Grade 3. No significant differences were found between low achievers and children with MD. Regression modeling of the total sample indicated that math performance in Grade 3 was uniquely predicted by Grade 1 measures of phonological loop, naming speed and fluid intelligence.

Authors

• Xiaoying Zhang, Beijing Normal University

• H. Lee Swanson, University of California - Riverside