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Journal of Learning Disabilities
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*Attention Deficit Hyperactivity Disorder
*Learning Disorders
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Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

Kimberly Raghubar

University of Houston

Paul Cirino

University of Houston

Marcia Barnes

University of Texas Health Science Center at Houston

Linda Ewing-Cobbs

University of Texas Health Science Center at Houston

Jack Fletcher

University of Houston

Lynn Fuchs

Vanderbilt University

Errors in written multi-digit computation were investigated in children with math difficulties. Third- and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities.

Key Words: mathematical disabilities • multi-digit arithmetic • attention

This version was published on July 1, 2009

Journal of Learning Disabilities, Vol. 42, No. 4, 356-371 (2009)
DOI: 10.1177/0022219409335211
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