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Early Identification and Interventions for Students With Mathematics Difficulties
Russell Gersten
College for Education at the University of Oregon
Nancy C. Jordan
School of Education at the University of Delaware, njordan{at}udel.edu
Jonathan R. Flojo
University of Oregon
This article highlights key findings from the small body of research on mathematics difficulties (MD) relevant to early identification and early intervention. The research demonstrates that (a) for many children, mathematics difficulties are not stable over time; (b) the presence of reading difficulties seems related to slower progress in many aspects of mathematics; (c) almost all students with MD demonstrate problems with accurate and automatic retrieval of basic arithmetic combinations, such as 6 + 3. The following measures appear to be valid and reliable indicators of potential MD in kindergartners: (a) magnitude comparison (i.e., knowing which digit in a pair is larger), (b) sophistication of counting strategies, (c) fluent identification of numbers, and (d) working memory (as evidenced by reverse digit span). These are discussed in terms of the components of number sense. Implications for early intervention strategies are explored.
Journal of Learning Disabilities, Vol. 38, No. 4,
293-304 (2005)
DOI: 10.1177/00222194050380040301
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