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Journal of Learning Disabilities
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*Attention Deficit Hyperactivity Disorder
*Learning Disorders
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Article

Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

Kimberly Raghubar, Paul Cirino, Marcia Barnes*, Linda Ewing-Cobbs, Jack Fletcher, and Lynn Fuchs

* To whom correspondence should be addressed. E-mail: marcia.barnes{at}uth.tmc.edu.


  Abstract
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.

First published on April 20, 2009, doi:10.1177/0022219409335211

Journal of Learning Disabilities 2009;42:356.

A more recent version of this article appeared on July 1, 2009

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