Gender differences in developmental dyscalculia depend on diagnostic criteria
Gender differences in developmental dyscalculia depend on diagnostic criteria
Developmental dyscalculia (DD) is a learning difficulty specific to mathematics learning. The prevalence of DD may be equivalent to that of dyslexia, posing an important challenge for effective educational provision. Nevertheless, there is no agreed definition of DD and there are controversies surrounding cutoff decisions, specificity and gender differences. In the current study, 1004 British primary school children completed mathematics and reading assessments. The prevalence of DD and gender ratio were estimated in this sample using different criteria. When using absolute thresholds, the prevalence of DD was the same for both genders regardless of the cutoff criteria applied, however gender differences emerged when using a mathematics-reading discrepancy definition. Correlations between mathematics performance and the control measures selected to identify a specific learning difficulty affect both prevalence estimates and whether a gender difference is in fact identified. Educational implications are discussed.
specific learning difficulties, mathematics, prevalence, sex differences, developmental dyscalculia
31-39
Devine, Amy
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Soltész, Fruzsina
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Nobes, Alison
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Goswami, Usha
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Szűcs, Dénes
1020f888-a7ba-48b6-861a-42a7f6ff716c
October 2013
Devine, Amy
ff3b6537-9172-4b67-8fd1-037acd7eef4a
Soltész, Fruzsina
cbc12e4b-9d6f-4c24-8203-47ae2bd8f470
Nobes, Alison
15bc39ec-6883-48c8-be12-373e7a2e2c87
Goswami, Usha
d31da211-5a9b-4a09-af8d-fa96f19dbbad
Szűcs, Dénes
1020f888-a7ba-48b6-861a-42a7f6ff716c
Devine, Amy, Soltész, Fruzsina, Nobes, Alison, Goswami, Usha and Szűcs, Dénes
(2013)
Gender differences in developmental dyscalculia depend on diagnostic criteria.
Learning and Instruction, 27, .
(doi:10.1016/j.learninstruc.2013.02.004).
Abstract
Developmental dyscalculia (DD) is a learning difficulty specific to mathematics learning. The prevalence of DD may be equivalent to that of dyslexia, posing an important challenge for effective educational provision. Nevertheless, there is no agreed definition of DD and there are controversies surrounding cutoff decisions, specificity and gender differences. In the current study, 1004 British primary school children completed mathematics and reading assessments. The prevalence of DD and gender ratio were estimated in this sample using different criteria. When using absolute thresholds, the prevalence of DD was the same for both genders regardless of the cutoff criteria applied, however gender differences emerged when using a mathematics-reading discrepancy definition. Correlations between mathematics performance and the control measures selected to identify a specific learning difficulty affect both prevalence estimates and whether a gender difference is in fact identified. Educational implications are discussed.
Other
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- Accepted Manuscript
More information
Accepted/In Press date: 27 February 2013
Published date: October 2013
Keywords:
specific learning difficulties, mathematics, prevalence, sex differences, developmental dyscalculia
Organisations:
Psychology
Identifiers
Local EPrints ID: 375333
URI: http://eprints.soton.ac.uk/id/eprint/375333
ISSN: 0959-4752
PURE UUID: b53ed6b7-8578-4b8a-b43c-096e4cb19f67
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Date deposited: 23 Mar 2015 16:38
Last modified: 14 Mar 2024 19:24
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Contributors
Author:
Amy Devine
Author:
Fruzsina Soltész
Author:
Alison Nobes
Author:
Usha Goswami
Author:
Dénes Szűcs
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