The cognitive profiles for different samples of mathematical learning difficulties and their similarity to typical development: Evidence from a longitudinal study.

Several cognitive deficits have been suggested to induce mathematical learning difficulties (MLD), but it is unclear whether the cognitive profile for all children with MLD is the same and to what extent it differs from typically developing (TD) children. This study investigated whether such a profile could be distinguished when cognitive skills and math performance are compared between TD children and children with MLD. This was accomplished by employing two-way repeated-measures analyses of covariance in 276 10-year-old participants (60 with MLD) from fourth and fifth grades. In addition, we investigated whether more restrictive selection criteria for MLD result in different mathematical and cognitive profiles by means of independent-samples t tests. Results revealed that cognitive mechanisms for math development are mostly similar for children with MLD and TD children and that variability in sample selection criteria did not produce different mathematical or cognitive profiles. To conclude, the cognitive mechanisms for math development are broadly similar for children with MLD and their TD counterparts even when different MLD samples were selected. This strengthens our idea that MLD can be defined as the worst performance on a continuous scale rather than as a discrete disorder.

How Cognitive Strengths Compensate Weaknesses Related to Specific Learning Difficulties in Fourth-Grade Children.

The goal of the present study was to investigate whether children's cognitive strengths can compensate the accompanied weaknesses related to their specific learning difficulties. A Bayesian multigroup mediation SEM analysis in 281 fourth-grade children identified a cognitive compensatory mechanism in children with mathematical learning difficulties (n = 36): Children with weak number sense, but strong rapid naming performed slightly better on mathematics compared to peers with weak rapid naming. In contrast, a compensatory mechanism was not identified for children with a comorbid mathematical and reading difficulty (n = 16). One explanation for the latter finding could relate to the lack of ability to compensate, because of the difficulties these children experience in both academic domains. These findings lead to a new direction in research on learning difficulties in mathematics and/or reading by suggesting that children with a learning disability each have a unique profile of interrelated cognitive strengths and weaknesses. Children might compensate with these strengths for their weaknesses, which could lead to (small) learning gains in the affected domain.

The relevance of subtyping children with mathematical learning disabilities.

BACKGROUND: Profiles of mathematical learning disability (MLD) have been conceptualized in the literature, but empirical evidence to support them based on academic and cognitive characteristics is lacking. AIMS: We examined whether profiles of mathematics performance can empirically be identified and whether the identified profiles also differ in underlying cognitive skills. METHODS AND PROCEDURES: Latent profile analysis in 281 fourth-graders. Basic arithmetic and advanced mathematics were used to identify profiles. Cognitive skills were then described for each profile of mathematics performance. OUTCOMES AND RESULTS: Four profiles of mathematics performance were retrieved from the data, including one general low-achieving profile. Additional profiles of MLD were not found, possibly because individual variation was substantial. CONCLUSIONS AND IMPLICATIONS: It is highly important to understand children's mathematics performance from an individual perspective, rather than by averaging these children over subgroups. These new insights can be used to better tend to the specific needs of children with mathematical difficulties.