University of Houston, Houston, TX 77004, USA.
J Learn Disabil. 2013 Sep-Oct;46(5):428-43. doi: 10.1177/0022219411436214. Epub 2012 Mar 5.
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.
本研究评估了数学学习困难在两年内的稳定性，并探讨了可能影响这种稳定性的几个因素（分类与连续变化、宽松与保守的分界点、广泛与特定的数学评估）；还评估了随时间推移和按成绩水平对数学表现的预测。参与者是 144 名学生，他们最初根据三年级或四年级春季的低成就标准被确定为有数学困难（MD）或无学习困难。两年后对学生进行了重新评估。对于这两种测量类型，无论分类评估还是连续评估，都有相似比例的学生发生变化。然而，分类变化严重依赖于与分界点的距离，因此对于更接近分界点的 MD 更为常见；可靠变化指数变化在不同组别中更为相似。在连续指标上或在 MD 的严重程度方面，几乎没有差异。在考虑初始表现的情况下，广泛计算测量的最终数学表现可由行为注意力不集中和工作记忆预测；对于特定的流畅性测量，工作记忆并不是唯一相关的因素，而行为注意力与最终表现的关系更为多变，同样要考虑初始表现。
