Preventing and Understanding Mathematics Disability

描述(由申请人提供)：虽然算术辅导缩小了高危一年级学生和低风险同学在算术问题上的成绩差距，但在辅导过程中，应用题(WP)成绩的差距稳步扩大。这令人担忧，因为可湿性粉剂的表现--一种复杂数学推理的早期形式--是成年后就业和工资的最佳长期数学预测指标，而且关于早期可湿性粉剂发展的科学知识落后于算术。这一更新的重点是通过在用于培养WP技能的同一学术材料中嵌入语言理解辅导(LC)来预防WP困难的创新方法。LC是一种与WPS相关的认知资源。高危儿童被随机分配到4种情况下。WP单独辅导(传统的、经过验证的方法)旨在弥补工作记忆和推理的局限性。嵌入式LC+WP辅导(创新方法)旨在加强LC，同时弥补工作记忆和推理方面的限制。算术辅导包括评估WP、算术和数字知识学习是否在任一或两个WP辅导条件下优于算术辅导。不包括辅导，以控制成熟和课堂教学。高危儿童被跟踪到三年级。低风险的同学在相同的时间点上被跟踪相同的测量方法，以评估成绩差距。目标1是评估嵌入式LC+WP辅导在促进WP、算术和数字知识成果和缩小这些领域的成就差距方面的有效性。目标2是增加对学习能力、工作记忆和推理在WP和算术成绩中的作用的理解。这种更新有可能影响科学，因为它提供了关于LC在WPS中的作用的实验证据，并洞察了LC、工作记忆和推理的个体差异与不同形式的干预对不同数学结果的交互作用的过程。其目标是通过评估嵌入式认知资源培训的附加值来扩大专门预防数学困难和一般预防学术困难的框架，从而改善临床实践。如果成功，我们将为其他形式的嵌入式认知资源培训的科学工作奠定基础，以扩展学术干预的框架。这一努力还为跨学习科学、言语语言科学、认知心理学、文本理解和学习障碍的跨学科工作提供了一个平台。这项跨学科的工作是至关重要的，因为目前的证据表明，LC难度对对学术干预的反应具有负面影响。

DESCRIPTION (provided by applicant): 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.