Cross-Sectional Comparisons of the Mathematical Performance of Children with Learning Disabilities Are We on the Right Track Toward Comprehensive Programming?

摘要: This study examines the mathematical performance of 220 children from 8 years through 17 age diagnosed as having learning disabilities. Student records were searched for data indicating on standardized test instruments relating to mathematics. Data Woodcock-Johnson Psycho-Educational Achievement Battery math subtests and IQ scores Wechsler Intelligence Scale Children-Revised obtained. Comparisons made among at different ages specific clusters. Primary attention was directed toward calculations applications concepts principles. Developmental patterns across studied discovered. Implications long-term comprehensive programming are presented.