Ghent University, Ghent, Belgium.
J Learn Disabil. 2010 May-Jun;43(3):250-68. doi: 10.1177/0022219409345011. Epub 2009 Nov 10.
In a 3-year longitudinal study, 471 children were classified, based on their performances on arithmetic tests in first and second grade, as having persistent arithmetic disabilities (AD), persistent low achieving (LA), persistent typical achieving, inconsistent arithmetic disabilities (DF1), or inconsistent low achieving in arithmetic. Significant differences in the performances on the magnitude comparison in kindergarten (at age 5-6) were found between the AD and LA and between the AD and DF1 groups. Furthermore, the percentage of true-positive AD children (at age 7-8) correctly diagnosed in kindergarten by combination of procedural counting, conceptual counting, and magnitude comparison tasks was 87.50%. When composing clinical samples, researchers should pay attention when stipulating restrictive or lenient cutoffs for arithmetic disabilities and select children based on their scores in 2 consecutive years, because the results of studies on persistent low achievers or children with inconsistent disabilities cannot be generalized to children with persistent arithmetic disabilities.
在一项为期 3 年的纵向研究中，根据儿童在一年级和二年级的算术测试表现，将 471 名儿童分为持续存在算术障碍（AD）、持续成绩较低（LA）、持续表现典型、算术障碍不一致（DF1）或算术成绩不一致较低。在幼儿园（5-6 岁）的数量比较任务表现上，AD 和 LA 组以及 AD 和 DF1 组之间存在显著差异。此外，通过程序计数、概念计数和数量比较任务相结合，在幼儿园正确诊断为真正的 AD 儿童（7-8 岁）的百分比为 87.50%。在组成临床样本时，研究人员在规定算术障碍的严格或宽松截止值时应注意，并根据儿童连续两年的成绩选择儿童，因为对持续成绩较低的儿童或存在不一致障碍的儿童的研究结果不能推广到持续存在算术障碍的儿童。
