Child Care and Early Education Research Connections

Skip to main content

Mathematical skills in 3- and 5-year-olds with Spina Bifida and their typically developing peers: A longitudinal approach

Share
Description:
Preschoolers with spina bifida (SB) were compared to typically developing (TD) children on tasks tapping mathematical knowledge at 36 months (n=102) and 60 months of age (n=98). The group with SB had difficulty compared to TD peers on all mathematical tasks except for transformation on quantities in the subitizable range. At 36 months, vocabulary knowledge, visual-spatial, and fine motor abilities predicted achievement on a measure of informal math knowledge in both groups. At 60 months of age, phonological awareness, visual-spatial ability, and fine motor skill were uniquely and differentially related to counting knowledge, oral counting, object-based arithmetic skills, and quantitative concepts. Importantly, the patterns of association between these predictors and mathematical performance were similar across the groups. A novel finding is that fine motor skill uniquely predicted object-based arithmetic abilities in both groups, suggesting developmental continuity in the neurocognitive correlates of early object-based and later symbolic arithmetic problem solving. Models combining 36-month mathematical ability and these language-based, visual-spatial, and fine motor abilities at 60 months accounted for considerable variance on 60-month informal mathematical outcomes. Results are discussed with reference to models of mathematical development and early identification of risk in preschoolers with neurodevelopmental disorder. (author abstract)
Resource Type:
Reports & Papers
Country:
United States; Canada
State(s):
Texas

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Perceptions on screening for developmental disabilities and autism in childcare settings

Reports & Papersview

Early childhood educators’ perceptions of inclusion for children with autism spectrum disorder

Reports & Papersview

“Trends come and go”: Early childhood rural special education teachers’ use of reported practices during mathematics instruction

Reports & Papersview
Release: 'v1.8.0' | Built: 2022-05-10 15:16:14 EDT