Titre :

Arithmetic Abilities in Children With Developmental Dyslexia: Performance on French ZAREKI-R Test

Auteur(s) :

De Clercq-Quaegebeur, Maryse [Auteur]
Casalis, Severine [Auteur]
Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Vilette, Bruno [Auteur]
Psychologie : Interactions, Temps, Emotions, Cognition (PSITEC) - ULR 4072 [PSITEC]
Psychologie : Interactions, Temps, Émotions, Cognition (PSITEC) - ULR 4072
Lemaitre, Marie-Pierre [Auteur]
Vallée, Louis [Auteur]

Titre de la revue :

Journal of Learning Disabilities

Nom court de la revue :

J Learn Disabil

Date de publication :

2018-01

ISSN :

0022-2194

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

A high comorbidity between reading and arithmetic disabilities has already been reported. The present study aims at identifying more precisely patterns of arithmetic performance in children with developmental dyslexia, ...
Lire la suite >A high comorbidity between reading and arithmetic disabilities has already been reported. The present study aims at identifying more precisely patterns of arithmetic performance in children with developmental dyslexia, defined with severe and specific criteria. By means of a standardized test of achievement in mathematics (Calculation and Number Processing Assessment Battery for Children; von Aster & Dellatolas, 2006), we analyzed the arithmetic abilities of 47 French children with dyslexia attending 3rd, 4th, and 5th grade. Of them, 40% displayed arithmetic deficits, mostly with regard to number transcoding and mental calculation. Their individual profiles of performance accounted for varying strengths and weaknesses in arithmetic abilities. Our findings showed the pathway for the development of arithmetic abilities in children with dyslexia is not unique. Our study contrasts with the hypotheses suggesting the mutual exclusiveness of the phonological representation deficit and the core number module deficit.Lire moins >

Langue :

Anglais

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

• Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Équipe(s) de recherche :

Équipe Langage

Date de dépôt :

2019-02-13T14:21:41Z
2019-11-21T07:25:31Z
2021-06-14T11:01:47Z
2021-06-29T09:40:15Z
2023-12-16T10:14:56Z