Persistence of developmental dyscalculia: what counts? Results from a 3-year prospective follow-up study.

摘要: Abstract Objective: To study the natural history of developmental dyscalculia (DC), a specific learning disability affecting approximately 5% normal school age population and to identify factors that contribute persistence. Study design: Of cohort 3029 fourth-grade students, 185 children were classified as having DC; 140 participated in phase 1 which they underwent IQ testing; arithmetic, reading, writing evaluations; an assessment for attention-deficit/hyperactivity disorder over 3-year period. Three years later ( 2 ), 88% (123 140) retested. Results: The arithmetic scores 95% 123 with DC fell within lowest quartile their class. At 2, 47% (57 123) reclassified persistent DC, scoring group (13 14 old). Factors significantly associated persistence multivariate model severity problems siblings probands. not included socioeconomic status, gender, presence another disability, educational interventions. Conclusions: outcome is similar other disabilities, persisting course almost half affected children; remainder continue perform poorly arithmetic. ultimate effect on education, employment, psychologic well-being have yet be determined. (J Pediatr 1998;133:358-62)