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Cross-Sectional Comparisons of the Mathematical Performance of Children with Learning Disabilities

Are We on the Right Track Toward Comprehensive Programming?

John F. Cawley is professor, Department of Learning and Instruction, State University of New York at Buffalo. He has been involved in research and curriculum development in mathematics for students with handicaps for the past 20 years.

James H. Miller

James H. Miller is assistant professor, Department of Special Education and Habilitative Services, University of New Orleans. His areas of specialty are pupil appraisal and mathematics programming for students with handicaps. Address: John F. Cawley, 593 Baldy Hall, SUNY at Buffalo, Buffalo, NY 14260.

This study examines the mathematical performance of 220 children from 8 years through 17 years of age diagnosed as having learning disabilities. Student records were searched for data indicating performance on standardized test instruments relating to mathematics. Data for the Woodcock-Johnson Psycho-Educational Achievement Battery math subtests and for the IQ scores from the Wechsler Intelligence Scale for Children–Revised were obtained. Comparisons were made among children at different ages and among specific age clusters. Primary attention was directed toward calculations and applications of math concepts and principles. Developmental patterns across the ages studied were discovered. Implications for long-term comprehensive programming are presented.

Journal of Learning Disabilities, Vol. 22, No. 4, 250-254 (1989)
DOI: 10.1177/002221948902200409


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