Arithmetic Processing in Children With Spina Bifida

@article{Barnes2006ArithmeticPI,
  title={Arithmetic Processing in Children With Spina Bifida},
  author={Marcia A. Barnes and Margaret Wilkinson and Ekta Khemani and Amy Boudesquie and Maureen Dennis and Jack M. Fletcher},
  journal={Journal of Learning Disabilities},
  year={2006},
  volume={39},
  pages={174 - 187}
}
Three studies compared 98 children with spina bifida myelomeningocele (SBM)—a disorder associated with high rates of math disability and spatial deficits—to 94 typically developing children on multidigit subtraction and cognitive addition tasks. Children with SBM were classified into those with reading decoding and math disability, only math disability, and no reading or math disability. Study 1 showed that visual—spatial errors in multidigit arithmetic were not elevated in children with SBM… Expand
Mathematical development in spina bifida.
TLDR
An overview of math and its cognitive correlates in preschoolers, school-age children and adults with SB is presented including the findings from a longitudinal study linking early executive functions in infancy to the development of later preschool and school age math skills. Expand
Mathematical Skills in 3- and 5-Year-Olds with Spina Bifida and Their Typically Developing Peers: A Longitudinal Approach
TLDR
A novel finding is that fine motor skill uniquely predicted object-based arithmetic abilities in both groups, suggesting developmental continuity in the neurocognitive correlates of early object- based and later symbolic arithmetic problem solving. Expand
Neurodevelopmental Disorders as Model Systems for Understanding Typical and Atypical Mathematical Development
Abstract Neurodevelopmental disorders, such as spina bifida myelomeningocele (SBM) that are associated with high rates of mathematics disabilities and diagnosed at birth provide model systems forExpand
Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties
TLDR
Errors in written multi-digit computation were investigated in children with math difficulties and contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Expand
Longitudinal mediators of achievement in mathematics and reading in typical and atypical development.
Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and are associated with specific learning difficulties at school-age provide one method for investigatingExpand
Magnitude processing in populations with spina-bifida: The role of visuospatial and working memory processes.
TLDR
This study proposes that magnitude processing difficulties in children with SB could be due to higher cognitive factors such as visuospatial and working memory processes, which could partially explain the differences between groups in comparison and estimation tasks. Expand
A model of comprehension in spina bifida meningomyelocele: Meaning activation, integration, and revision
TLDR
Compared to age peers, children with SBM did not construct situation models that required integration of information across sentences, even though they could construct such models from single sentences. Expand
Role of Neurocognitive Factors in Academic Fluency for Children and Adults With Spina Bifida Myelomeningocele
TLDR
Insight is offered into similarities and differences regarding prediction of different domains of academic fluency, with implications for addressing academic weakness in spina bifida, and for evaluating similar questions in other neurodevelopmental disorders. Expand
Psycholinguistic and scholastic abilities in children with myelomeningocele.
TLDR
Individuals with myelomeningocele present deficits in psycholinguistic abilities, school performance, reading speed, and rapid automatized naming. Expand
Neurobehavioral outcomes in spina bifida: Processes versus outcomes.
TLDR
It is suggested that children with SBM have strengths when the skill involves the capacity to retrieve information from semantic memory and generate material that has been associatively linked or learned and general difficulties on tasks that require the construction or integration of a response (assembled processing). Expand
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