Prediction and stability of mathematics skill and difficulty.
Prediction and stability of mathematics skill and difficulty.
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DOI：
10.1177/0022219411436214
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发表时间：
2013-09
影响因子：
3
通讯作者：
Fletcher JM
中科院分区：
文献类型：
--
作者：
Martin RB;Cirino PT;Barnes MA;Ewing-Cobbs L;Fuchs LS;Stuebing KK;Fletcher JM
本研究评估了数学学习困难在2年内的稳定性，并调查了可能影响这种稳定性的几个因素（分类与连续变化，自由与保守的分界点，广泛与具体的数学评估）;随着时间的推移和性能水平的数学性能的预测也进行了评估。参与者是144名学生，最初被确定为有数学困难（MD）或没有学习困难，根据低成就标准，在春季的3年级或4年级。两年后，学生们被重新评估。对于这两种测量类型，无论是分类评估还是连续评估，都有类似比例的学生发生变化。然而，分类变化在很大程度上取决于与临界点的距离，因此更常见于MD，他们开始更接近临界点;各组之间的可靠变化指数变化更相似。在连续指标或预测方面，MD的严重程度几乎没有差异。在考虑初始表现的同时，行为注意力不集中和工作记忆预测了广泛计算测量的最终数学表现;对于特定的流畅性测量，工作记忆并不是唯一相关的，而行为注意力不集中与最终表现更密切相关，再次考虑初始表现。
The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and by performance level was also evaluated. Participants were 144 students initially identified as having a math difficulty (MD) or no learning difficulty according to low achievement criteria in the spring of Grade 3 or Grade 4. Students were reassessed 2 years later. For both measure types, a similar proportion of students changed whether assessed categorically or continuously. However, categorical change was heavily dependent on distance from the cut point and so more common for MD, who started closer to the cut point; reliable change index change was more similar across groups. There were few differences with regard to severity level of MD on continuous metrics or in terms of prediction. Final math performance on a broad computation measure was predicted by behavioral inattention and working memory while considering initial performance; for a specific fluency measure, working memory was not uniquely related, and behavioral inattention more variably related to final performance, again while considering initial performance.