The proposed research is an extension and expansion of our prospective, longitudinal study of math skills -development in primary school age children. The broad, long-term objectives of this project are to contribute toward understanding math ability, math disability (MD), and MD subtypes. Towards these objectives, the following specific aims are proposed: (1) To examine the stability of math skills in children with or without MD, from grades K to 5. Of interest is whether distinct profiles corresponding to Visuospatial, Semantic Memory, and Procedural MD subtypes proposed by Geary (1993) persist over time; (2) To address whether MD emerges in some students beyond grade 2, and if so, if it persists over time and is linked to a specific MD subtype; (3) To evaluate cognitive and behavioral correlates, including attentional components, of concurrent and later math performance; (4) To examine how children with fragile X or Turner syndrome serve as potential models of MD subtypes, in view of their risk for poor math achievement; and (5) to identify molecular-clinical correlates in children with fragile X or Turner syndrome. The health-relatedness of the project is its contribution to defining and identifying MD, and to finding correlates and possible core cognitive deficits of MD. Enhanced awareness of core deficits and MD subtypes will guide identification and intervention of MD. The research design involves the study of various groups at risk for MD, and of normally achieving children. The methods include: 1) continued testing of a school-based sample of 220 children (110 boys, 110 girls) through grade 5, to examine stability of math achievement and early predictors of MD in elementary school; 2) recruitment of 44 additional children with MD, to increase sample size for MD versus Non-MD group comparisons; and 3) testing a sample of children with fragile X or Turner syndrome, two groups at risk for poor math achievement, inclusion of normative and genetic models of MD will provide a unique perspective from which to examine the trajectory and normal variation in the development of MD and MD subtypes.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Project (R01)
Project #
5R01HD034061-09
Application #
7030344
Study Section
Biobehavioral and Behavioral Processes 3 (BBBP)
Project Start
1997-08-01
Project End
2009-03-31
Budget Start
2006-04-01
Budget End
2009-03-31
Support Year
9
Fiscal Year
2006
Total Cost
$348,377
Indirect Cost
Name
Hugo W. Moser Research Institute Kennedy Krieger
Department
Type
DUNS #
155342439
City
Baltimore
State
MD
Country
United States
Zip Code
21205
Mazzocco, Michèle M M; Myers, Gwen F; Lewis, Katherine E et al. (2013) Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement. J Exp Child Psychol 115:371-87
Mazzocco, Michèle M M; Grimm, Kevin J (2013) Growth in rapid automatized naming from grades K to 8 in children with math or reading disabilities. J Learn Disabil 46:517-33
Mazzocco, Michèle M M; Murphy, Melissa M; Brown, Ethan C et al. (2013) Persistent consequences of atypical early number concepts. Front Psychol 4:486
Mazzocco, Michèle M M; Feigenson, Lisa; Halberda, Justin (2011) Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). Child Dev 82:1224-37
Mazzocco, Michele M M (2009) Mathematical learning disability in girls with Turner syndrome: a challenge to defining MLD and its subtypes. Dev Disabil Res Rev 15:35-44
Mazzocco, Michèle M M (2009) An introduction to the special issue: pathways to mathematical learning difficulties and disabilities. Dev Disabil Res Rev 15:1-3
Roberts, Jane; Mazzocco, Michele M M; Murphy, Melissa M et al. (2008) Arousal modulation in females with fragile X or Turner syndrome. J Autism Dev Disord 38:20-7
Mazzocco, Michele M M; Devlin, Kathleen T; McKenney, Sarah J (2008) Is it a fact? Timed arithmetic performance of children with mathematical learning disabilities (MLD) varies as a function of how MLD is defined. Dev Neuropsychol 33:318-44
Halberda, Justin; Mazzocco, Michele M M; Feigenson, Lisa (2008) Individual differences in non-verbal number acuity correlate with maths achievement. Nature 455:665-8
Mazzocco, Michele M M (2008) Introduction: mathematics ability, performance, and achievement. Dev Neuropsychol 33:197-204

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