Between 3 and 6%
of schoolchildren suffer from an arithmetic-related learning disability. LMU
researchers now show that these children are also more likely to exhibit
deficits in reading and spelling than had been previously suspected.
Addition and
subtraction, multiplication and division are the four basic operations in
arithmetic. But for some children, learning these fundamental skills is
particularly challenging. Studies show that they have problems grasping the
concepts of number, magnitude, and quantity, and that they do poorly when asked
to estimate relative amounts. In mathematics classes they consistently lag
behind, although they have little difficulty in subjects. In other words, they
suffer from a highly specific learning disorder, which psychologists call
‘dyscalculia’. In total, about 5% of second- to fourth-graders manifest the
condition. Depending on which arithmetical operation is tested, the prevalence
of the disorder varies between 3 and 6%.
These figures
emerge from a new study carried out by Ludwig-Maximilians-Universität München -
the University in Munich (LMU )researchers led by Professor Gerd Schulte-Körne,
Director of the Department of Child and Adolescent Psychiatry, Psychosomatics and
Psychotherapy, which has just been published. The data are based on tests
carried out on 1633 third- and fourth-graders in schools in the Munich area.
An
arithmetic-related deficit can have a drastic effect on overall scholastic
achievement and on the psychological development of the children affected. They
are reluctant to go to school because they are afraid of being perceived as
failures and embarrassing themselves in front of their classmates. Wherever
possible, they resort to the use of avoidance strategies and develop a negative
self-image. In the end, their performance also suffers in subjects in which
they are perfectly capable.
Their lack of
mathematical skills usually precludes them from going on to the type of
secondary school for which their level of intelligence would otherwise qualify
them, and impedes their chances of higher education. Indeed, so long as they
continue to get bad marks in mathematics, their chances of even completing
secondary school remain low.
A promising
training model
Schulte-Körne
complains that the problems of children who suffer from dyscalculia are often
overlooked in everyday classroom routine. Furthermore, unlike the situation in
the case of dyslexic disorders, there is no provision in Bavarian schools for
adapting the learning environment so as to alleviate the burden on these
children, he adds.
“This is not an
appropriate response to a disorder that has a biological basis,” he says. It
would, for example, be perfectly possible to give such children more time to complete
their classwork in mathematics, to give them extra help, and even to refrain
altogether from assigning a formal mark to their performance in the subject.
The new study,
however, also shows that developmental deficits in cognition can affect more than
one learning domain. The LMU researchers found the prevalence of so-called
comorbidity to be far higher than has been previously recognized. According to
psychologist Dr. Kristina Moll, first author on the new report, about 57% of
children who have an arithmetic-related learning disorder also suffer from a
reading or spelling disability.
“These data were
quite a surprise for us”, Schulte-Körne confesses. “This finding forces us to
think again about diagnostic procedures for specific learning disorders but,
above all, about how we can more effectively treat these conditions,” Moll
adds. “These children need intensive and specific training and support.
Otherwise, they are in danger of failing to achieve the scholastic success that
would be compatible with their general level of intelligence.” As Schulte-Körne
points out, effective approaches to the mitigation of dyscalculia are already
available. These, however, require intensive, long-term training programs for
the children affected.
In addition, the
new study reveals that gender also appears to play a role in determining
susceptibility to specific learning disorders, says Schulte-Körne: While
deficits in spelling are more prevalent among boys, girls are more likely to
display dyscalculia. Reading difficulties, on the other hand, appear to be
equally prevalent in both sexes. The reasons for these striking findings remain
unclear. Schulte-Körne suspects that biological factors are responsible, given
that the learning environments experienced by both sexes are very similar.
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