Preventing and Understanding Mathematics Disability

项目总结 尽管算术辅导缩小了高危一年级学生和低危同学之间的成绩差距 在算术问题上，应用题(WP)成绩的差距在这一过程中稳步扩大 辅导。这是令人担忧的，因为WP性能是复杂数学推理的早期形式，是 成年期就业和工资的最佳长期数学预测，因为科学知识 早期可湿性粉剂的开发落后于算术。此次更新的重点是一种创新的方法 通过在认知资源语言理解(LC)中嵌入辅导来预防WP困难 与可湿性粉剂相关，在相同的学术材料中用于建立可湿性粉剂技能。高危儿童是随机的 分配给4个条件。WP单独辅导(传统的、经过验证的方法)旨在弥补 关于工作记忆和推理方面的限制。嵌入式LC+WP辅导(创新方法)是 旨在加强学习能力，同时弥补工作记忆和推理能力的局限性。算术 包括辅导，以评估WP、算术和数字知识学习是否优于或 两种WP辅导条件都与算术辅导相比较。不包括家教，以控制成熟 和课堂教学。高危儿童被跟踪到三年级。低风险的同学被跟踪 同样的措施在同一时间指出，以评估成就差距。目标1是评估 嵌入式LC+WP辅导，促进WP、算术和数字知识成果并缩小范围 这些领域的成就差距。目标2是增加对LC的作用的理解，工作 WP中的记忆、推理和算术性能。这种更新有可能通过以下方式影响科学 为LC在WPS中的作用提供实验证据，并深入了解个体 学习记忆、工作记忆和推理能力的差异与不同数学干预方式的交互作用 结果。其目标是通过扩展预防数学的框架来改进临床实践 通过评估嵌入认知的附加值来评估具体难度和一般学习难度 资源培训。如果成功，我们为其他形式的嵌入式认知的科学工作创造了基础 资源培训，以扩展学术干预的框架。这一努力还提供了一个平台 跨学习科学、言语语言科学、认知心理学、语篇的跨学科工作 理解力和学习障碍。这项跨学科的工作至关重要，因为目前有证据表明 结果表明，学习困难对学业干预的反应有负向影响。

PROJECT SUMMARY Although arithmetic tutoring narrows the achievement gap between at-risk 1st graders and low-risk classmates on arithmetic problems, the gap for word-problem (WP) achievement steadily widens over the course of that tutoring. This is alarming because WP performance, an early form of complex mathematical reasoning, is the best long-term math predictor of employment and wages in adulthood and because scientific knowledge about early WP development lags behind arithmetic. The focus of this renewal is an innovative approach to preventing WP difficulty by embedding tutoring on language comprehension (LC), a cognitive resource associated with WPs, in the same academic material used to build WP skill. At-risk children are randomly assigned to 4 conditions. WP tutoring alone (the conventional, validated approach) is designed to compensate for limitations in working memory & reasoning. Embedded LC+WP tutoring (the innovative approach) is designed to strengthen LC while compensating for limitations in working memory & reasoning. Arithmetic tutoring is included to assess whether WP, arithmetic, & number knowledge learning is superior for either or both WP tutoring conditions compared to arithmetic tutoring. No tutoring is included to control for maturation and classroom instruction. At-risk children are followed through grade 3. Low-risk classmates are followed on the same measures at the same time points to assess achievement gaps. Aim 1 is to assess the efficacy of embedded LC+WP tutoring for promoting WP, arithmetic, & number knowledge outcomes and for narrowing the achievement gap in these domains. Aim 2 is to increase understanding about the role of LC, working memory, and reasoning in WP & arithmetic performance. This renewal has the potential to impact science by providing experimental evidence about the role of LC in WPs and insight into the process by which individual differences in LC, working memory, & reasoning interact with different forms of intervention on different math outcomes. The goal is to improve clinical practice by expanding the framework for preventing mathematics difficulty specifically and academic difficulty generally by assessing the added value of embedded cognitive resource training. If successful, we create the basis for scientific work on other forms of embedded cognitive resource training to extend the framework for academic intervention. This effort also provides a platform for transdisciplinary work across learning sciences, speech-language sciences, cognitive psychology, text comprehension, and learning disabilities. This transdisciplinary work is critical because current evidence indicates that LC difficulty negatively impacts response to academic intervention.