Number facts knowledge and errors in paper-and-pencil calculation : a comparison between dyslexic and non-dyslexic Chinese children
Number I''acts Knowledge of Chinese Dyslexic Children 3
Absiraci Overseas studies (e.g. Miles 1983; Ackcrmann et al., 1986) found that most dyslexic children had difficulties in mathematics e.g. having weak number facts knowledge. The present study aimed at comparing number facts knowledge, errors and performance in written arithmetic of dyslexic and non-dyslexic Chinese children in Hong Kong. 30 dyslexic students and 30 non-dyslexic students were involved. Results from simple. single-step arithmetic, recitation of multiplication table and digit span tasks showed that dyslexic participants had less number facts knowledge, poorer written arithmetic performance, weaker short-term memory and working memory. Associations between I) working memory and number facls knowledge, and 2) number facts knowledge and written arithmetic performance were found. Together with the error pattern found in written arithmetic and recitation of multiplication table, the study supported overseas studies that dyslexics have difficulties in arithmetic because of their dyslexic features and working memory deficit. Educators are suggested to provide more support and assistance to dyslexic students in mathematics and avoid overlooking the connection between dyslexia and difficulties in mathematics.
School:The University of Hong Kong
School Location:China - Hong Kong SAR
Source Type:Master's Thesis
Keywords:learning disabilities language disorders in children china hong kong
Date of Publication:01/01/2002