Screening for mathematical disabilities in kindergarten.

OBJECTIVE

This article is devoted to the potential early markers for mathematical learning disabilities in kindergarten in order to prevent children from falling further behind and from developing unrecognized mathematical disabilities later on.

METHODS

Performances in preparatory arithmetic tasks were studied in 361 kindergartners focusing on differences between children at risk for mathematical disabilities and children who were at least moderately achieving in numerical arithmetic tasks.

RESULTS

Evidence was found for several markers in kindergarten. Children at risk had lower scores on procedural counting knowledge, conceptual counting knowledge, seriation, classification, conservation and magnitude comparison tasks. Based on these kindergarten abilities, 77% of children who were at risk for mathematical disabilities could be detected.

CONCLUSION

Procedural and conceptual counting knowledge, seriation and classification skills and magnitude comparison abilities could possibly serve as powerful early screeners in the detection of mathematical disabilities.