Number sense deficits in children with developmental dyscalculia, dyslexia, co-occurring disorder and their typically developing peers

References

• Albayrak, M., & Yazıcı, N. (2023). Pre-school teacher candidates’ use of mathematical concepts in daily life. Psycho-Educational Research Reviews, 12(1), 34–49. https://doi.org/10.52963/PERR_Biruni_V12.N1.03
   Google Scholar
• Attila, K., Marta, F., & Bert, R. (2023). The approximate number system cannot be the leading factor in the acquisition of the first symbolic numbers. Cognitive Development, 65, 101285. https://doi.org/10.1016/j.cogdev.2022.101285
   Web of Science ®Google Scholar
• Bloechle, J., Huber, J. F., Klein, E., Bahnmueller, J., Rennig, J., Moeller, K., & Huber, S. (2018). Spatial arrangement and set size influence the coding of non-symbolic quantities in the intraparietal sulcus. Frontiers in Human Neuroscience, 12, 54. https://doi.org/10.3389/fnhum.2018.00054
   PubMed Web of Science ®Google Scholar
• Brankaer, C., Ghesquière, P., & De Smedt, B. (2014). Children’s mapping between non-symbolic and symbolic numerical magnitudes and its association with timed and untimed tests of mathematics achievement. PLOS One, 9(4), e93565. https://doi.org/10.1371/journal.pone.0093565
   PubMed Web of Science ®Google Scholar
• Bugden, S., & Ansari, D. (2016). Probing the nature of deficits in the 'approximate number system’ in children with persistent developmental dyscalculia. Developmental Science, 19(5), 817–833. https://doi.org/10.1111/desc.2016.19.issue-5
   PubMed Web of Science ®Google Scholar
• Burr, D., & Ross, J. (2008). A visual sense of number. Current Biology, 18(6), 425–428. https://doi.org/10.1016/j.cub.2008.02.052
   PubMed Web of Science ®Google Scholar
• Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in Cognitive Sciences, 14(12), 534–541. https://doi.org/10.1016/j.tics.2010.09.007
   PubMed Web of Science ®Google Scholar
• Butterworth, B., Varma, S., and Laurillard, D. (2011). Dyscalculia: from brain to education. Science 332, 1049–1053. https://doi.org/10.1126/science.1201536
   Google Scholar
• Büyükkıdık, S. (2023). Influential factors on mathematical literacy of Turkish students: An educational data mining study using PISA 2015 data. Psycho-Educational Research Reviews, 12(2), 505–521. https://doi.org/10.52963/PERR_Biruni_V12.N2.10
   Google Scholar
• Coolen, I. E. J. I., Riggs, K. J., Bugler, M., & Castronovo, J. (2022). The approximate number system and mathematics achievement: it’s complicated. A thorough investigation of different ANS measures and executive functions in mathematics achievement in children. Journal of Cognitive Psychology, 34(6), 796–818. https://doi.org/10.1080/20445911.2022.2044338
   Web of Science ®Google Scholar
• Czajko, S., Vignaud, A., & Eger, E. (2024). Human brain representations of internally generated outcomes of approximate calculation revealed by ultra-high-field brain imaging. Nature Communications, 15(1), 572. https://doi.org/10.1038/s41467-024-44810-5
   PubMed Web of Science ®Google Scholar
• De Smedt, B., Noël, M. P., Gilmore, C., & Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children’s mathematical skills? A review of evidence from brain and behavior. Trends in Neuroscience & Education, 2(2), 48–55.
   Google Scholar
• Decarli, G., Sella, F., Lanfranchi, S., Gerotto, G., Gerola, S., Cossu, G., & Zorzi, M. (2023). Severe developmental dyscalculia is characterized by core deficits in both symbolic and nonsymbolic number sense. Psychological Science, 34(1), 8–21. https://doi.org/10.1177/09567976221097947
   PubMed Web of Science ®Google Scholar
• Dehaene, S., & Cohen, L. (1997). Cerebral pathways for calculation: Double dissociation between rote verbal and quantitative knowledge of arithmetic. Cortex, 33(2), 219–250. https://doi.org/10.1016/S0010-9452(08)70002-9
   PubMed Web of Science ®Google Scholar
• Devine, A., Soltész, F., Nobes, A., Goswami, U., & Szűcs, D. (2013). Gender differences in developmental dyscalculia depend on diagnostic criteria. Learning and Instruction, 27, 31–39. https://doi.org/10.1016/j.learninstruc.2013.02.004
   PubMed Web of Science ®Google Scholar
• Dietrich, J. F., Huber, S., & Nuerk, H. C. (2015). Methodological aspects to be considered when measuring the approximate number system (ANS) – A research review. Frontiers in Psychology, 6, 295. https://doi.org/10.3389/fpsyg.2015.00295
   PubMed Web of Science ®Google Scholar
• Eissa, M. A., & Mostafa, A. A. (2013). The effects of differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. Psycho-Educational Research Reviews, 2(2), 31–43. https://www.perrjournal.com/index.php/perrjournal/article/view/379
   Google Scholar
• Eissa, M., & Alsayed, A. (2012). The Raven’s colored progressive matrices test: A normative data for gifted students in Egypt aged 10–17. Psycho-Educational Research Reviews, 1(1), 86–92. Retrieved from https://www.perrjournal.com/index.php/perrjournal/article/view/403
   Google Scholar
• ElAdl, A. M. (2020). Effectiveness of a brain-based learning theory in developing mathematical skills and scientific thinking among students with learning disabilities in Oman. Psycho-Educational Research Reviews, 9(2), 67–74. https://www.perrjournal.com/index.php/perrjournal/article/view/132
   Google Scholar
• ElAdl, A., & Eissa, M. (2019). Effect of a brain-based learning program on working memory and academic motivation among tenth grade Omanis students. Psycho-Educational Research Reviews, 8(1), 42–50. https://www.perrjournal.com/index.php/perrjournal/article/view/191
   Google Scholar
• Fias, W., Menon, V., & Szucs, D. (2013). Multiple components of developmental dyscalculia. Trends in Neuroscience and Education, 2(2), 43–47. https://doi.org/10.1016/j.tine.2013.06.006
   Google Scholar
• Filiz, T., & Güneş, G. (2022). A study of developing an achievement test for identifying primary school students at risk of mathematics learning disability. Psycho-Educational Research Reviews, 11(2), 354–371. https://doi.org/10.52963/PERR_Biruni_V11.N2.22
   Google Scholar
• Fulya, T., & Altun, A. (2022). The effects of instructional environments and cognitive abilities on abstraction performance. Psycho-Educational Research Reviews, 11(3), 656–674. https://doi.org/10.52963/PERR_Biruni_V11.N3.18
   Google Scholar
• Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4–15. https://doi.org/10.1177/00222194040370010201
   PubMed Web of Science ®Google Scholar
• Geary, D. C. (2011). Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics. Journal of Developmental and Behavioral Pediatrics, 32(3), 250–263. https://doi.org/10.1097/DBP.0b013e318209edef
   PubMed Web of Science ®Google Scholar
• Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22(1), 23–27. https://doi.org/10.1177/0963721412469398
   PubMed Web of Science ®Google Scholar
• Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78(4), 1343–1359. https://doi.org/10.1111/j.1467-8624.2007.01069.x
   PubMed Web of Science ®Google Scholar
• Gilmore, C., Attridge, N., Clayton, S., Cragg, L., Johnson, S., Marlow, N., Simms, V., & Inglis, M. (2013). Individual differences in inhibitory control, not nonverbal number acuity, Correlate with Mathematics Achievement. PLOS One, 8(6), e67374. https://doi.org/10.1371/journal.pone.0067374
   PubMed Web of Science ®Google Scholar
• Goffin, C. (2019). How does the brain represent digits? Investigating the neural correlates of symbolic number representation using fMRI-Adaptation [Electronic Thesis and Dissertation Repository]. University of Western Ontario. https://ir.lib.uwo.ca/etd/6613
   Google Scholar
• Halberda, J., Mazzocco, M. M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with Maths achievement. Nature, 455(7213), 665–668. https://doi.org/10.1038/nature07246
   PubMed Web of Science ®Google Scholar
• He, L. X., Zhou, K., Zhou, T. G., He, S., & Chen, L. (2015). Topology defined units in numerosity perception. Proceedings of the National Academy of Sciences of the United States of America, 112(41), E5647–E5655. https://doi.org/10.1073/pnas.1512408112
   PubMed Web of Science ®Google Scholar
• Holloway, I., & Ansari, D. (2010). Developmental specialization in the right intraparietal sulcus for the abstract representation of numerical magnitude. Journal of Cognitive Neuroscience, 22(11), 2627–2637. https://doi.org/10.1162/jocn.2009.21399
   PubMed Web of Science ®Google Scholar
• Inglis, M., & Gilmore, C. (2014). Indexing the approximate number system. Acta Psychologica, 145, 147–155. https://doi.org/10.1016/j.actpsy.2013.11.009
   PubMed Web of Science ®Google Scholar
• John, A., Henz, D., & Schöllhorn, W. (2017). Effects of NeuroBike cycling on EEG brain activity and mathematical performance: An intervention study. Psycho-Educational Research Reviews, 6(1), 67–80. https://www.perrjournal.com/index.php/perrjournal/article/view/286
   Google Scholar
• Kader, F., & Eissa, M. (2016). The effectiveness of story mapping on reading comprehension skills of children with ADHD. Psycho-Educational Research Reviews, 5(1), 3–9. https://www.perrjournal.com/index.php/perrjournal/article/view/312
   Google Scholar
• Kaufmann, L., & Aster, M. V (2012). The diagnosis and management of dyscalculia. Deutsches Arzteblatt International, 109(45), 767–777; quiz 778. https://doi.org/10.3238/arztebl.2012.0767
   PubMed Web of Science ®Google Scholar
• Kaufmann, L., Vogel, S. E., Wood, G., Kremser, C., Schocke, M., Zimmerhackl, L. B., & Koten, J. W. (2008). A developmental fMRI study of nonsymbolic numerical and spatial processing. Cortex, 44(4), 376–385. https://doi.org/10.1016/j.cortex.2007.08.003
   PubMed Web of Science ®Google Scholar
• Khalik, A. S. (2014). The effect of metacognitive strategy training on student mathematical problem solving process and contemplative thinking skills in primary school children with learning disabilities. Psycho-Educational Research Reviews, 3(2), 3–11. https://www.perrjournal.com/index.php/perrjournal/article/view/353
   Google Scholar
• Kroesbergen, E. H., Huijsmans, M. D. E., & Friso-van den Bos, I. (2023). A meta-analysis on the differences in mathematical and cognitive skills between individuals with and without mathematical learning disabilities. Review of Educational Research, 93(5), 718–755. https://doi.org/10.3102/00346543221132773
   Web of Science ®Google Scholar
• Lamb, S., Krieger, F., & Kuhn, J.-T. (2023). Delayed development of basic numerical skills in children with developmental dyscalculia. Frontiers in Psychology, 14, 1187785. https://doi.org/10.3389/fpsyg.2023.1187785
   PubMed Web of Science ®Google Scholar
• Landerl, K., & Moll, K. (2010). Comorbidity of learning disorders: Prevalence and familial transmission. Journal of Child Psychology and Psychiatry, 51(3), 287–294. https://doi.org/10.1111/j.1469-7610.2009.02164.x
   PubMed Web of Science ®Google Scholar
• Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. Journal of Experimental Child Psychology, 103(3), 309–324. https://doi.org/10.1016/j.jecp.2009.03.006
   PubMed Web of Science ®Google Scholar
• Li, D., Zhang, X., & Zhang, L. (2023). What skills could distinguish developmental dyscalculia and typically developing children: Evidence from a 2-year longitudinal screening. Journal of Learning Disabilities, 56(4), 257–277. https://doi.org/10.1177/00222194221099674
   PubMed Web of Science ®Google Scholar
• Lv, J., Mao, H., Zeng, L., Wang, X., Zhou, X., & Mou, Y. (2023). The developmental relationship between nonsymbolic and symbolic fraction abilities. Journal of Experimental Child Psychology, 232, 105666. https://doi.org/10.1016/j.jecp.2023.105666
   PubMed Web of Science ®Google Scholar
• Mazzocco, M. M., Feigenson, L., and Halberda, J. (2011). Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). Child Development, 82, 1224–1237. https://doi.org/10.1111/j.1467-8624.2011.01608.x
   Google Scholar
• Moural Ali, E. (2015). The Effectiveness of a Self Regulated Learning- Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders with Reading Disabilities. Psycho-Educational Research Reviews, 4(3), 49–59. Retrieved from https://perrjournal.com/index.php/perrjournal/article/view/323
   Google Scholar
• Özbek, G., & Uyumaz, G. (2020). The impact of dialogic teaching on academic success and anxiety regarding mathematics courses. Psycho-Educational Research Reviews, 9(2), 22–38. https://www.perrjournal.com/index.php/perrjournal/article/view/129
   Google Scholar
• Pedemonte, B., Pereira, C. W., Borghesani, V., Ebbert, M., Allen, I. E., Pinheiro-Chagas, P., De Leon, J., Miller, Z., Tee, B. L., & Gorno-Tempini, M. L. (2024). Profiles of mathematical deficits in children with dyslexia. NPJ Science of Learning, 9(1), 7. https://doi.org/10.1038/s41539-024-00217-x
   PubMedGoogle Scholar
• Peters, E. (2020). The approximate number system (ANS) and discriminating magnitudes. In Innumeracy in the wild: Misunderstanding and misusing numbers (1st ed.). Oxford Academic. https://doi.org/10.1093/oso/9780190861094.003.0011
   Google Scholar
• Piazza, M., & Izard, V. (2009). How humans count: Numerosity and the parietal cortex. The Neuroscientist, 15(3), 261–273. https://doi.org/10.1177/1073858409333073
   PubMed Web of Science ®Google Scholar
• Piazza, M., Facoetti, A., Trussardi, A. N., Berteletti, I., Conte, S., Lucangeli, D., Dehaene, S., & Zorzi, M. (2010). Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. Cognition, 116(1), 33–41. https://doi.org/10.1016/j.cognition.2010.03.012
   PubMed Web of Science ®Google Scholar
• Price, G. R., Holloway, I., Räsänen, P., Vesterinen, M., and Ansari, D. (2007). Impaired parietal magnitude processing in developmental dyscalculia. Current Biology 17, R1042–R1043. https://doi.org/10.1016/j.cub.2007.10.013
   Google Scholar
• Reigosa-Crespo, V., Valdés-Sosa, M., Butterworth, B., Estévez, N., Rodríguez, M., Santos, E., Torres, P., Suárez, R., & Lage, A. (2012). Basic numerical capacities and prevalence of developmental dyscalculia: The Havana survey. Developmental Psychology, 48(1), 123–135. https://doi.org/10.1037/a0025356
   PubMed Web of Science ®Google Scholar
• Rousselle, L., & Noel, M.-P. (2007). Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361–395. https://doi.org/10.1016/j.cognition.2006.01.005
   PubMed Web of Science ®Google Scholar
• Schwenk, C., Sasanguie, D., Kuhn, J. T., Kempe, S., Doebler, P., & Holling, H. (2017). (Non-)symbolic magnitude processing in children with mathematical difficulties: A meta-analysis. Research in Developmental Disabilities, 64, 152–167. https://doi.org/10.1016/j.ridd.2017.03.003
   PubMed Web of Science ®Google Scholar
• Shalev, R. S., Manor, O., & Gross-Tsur, V. (2005). Developmental dyscalculia: A prospective six- year follow-up. Developmental Medicine and Child Neurology, 47(2), 121–125. https://doi.org/10.1017/S0012162205000216
   PubMed Web of Science ®Google Scholar
• Shichel, I., & Goldfarb, L. (2022). The effect of proportion manipulation on the size-congruency and distance effects in the numerical Stroop task. Memory & Cognition, 50(7), 1578–1589. https://doi.org/10.3758/s13421-022-01292-4
   PubMed Web of Science ®Google Scholar
• Soares, N., Evans, T., & Patel, D. R. (2018). Specific learning disability in mathematics: a comprehensive review. Translational Pediatrics, 7(1), 48–62. https://doi.org/10.21037/tp.2017.08.03
   PubMed Web of Science ®Google Scholar
• Soltész, F., Szucs, D., & Szucs, L. (2010). Relationships between magnitude representation, counting and memory in 4- to 7- year-old children: A developmental study. Behavioral and Brain Functions, 6(1), 13. https://doi.org/10.1186/1744-9081-6-13
   PubMedGoogle Scholar
• Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96(3), 471–491. https://doi.org/10.1037/0022-0663.96.3.471
   Web of Science ®Google Scholar
• Szucs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674–2688. https://doi.org/10.1016/j.cortex.2013.06.007
   PubMed Web of Science ®Google Scholar
• Tosto, M. G., Petrill, S. A., Halberda, J., Trzaskowski, M., Tikhomirova, T. N., Bogdanova, O. Y., Ly, R., Wilmer, J. B., Naiman, D. Q., Germine, L., Plomin, R., & Kovas, Y. (2014). Why do we differ in number sense? Evidence from a genetically sensitive investigation. Intelligence, 43(100), 35–46. https://doi.org/10.1016/j.intell.2013.12.007
   PubMedGoogle Scholar
• Träff, U., Olsson, L., Östergren, R., & Skagerlund, K. (2016). Heterogeneity of developmental dyscalculia: Cases with different deficit profiles. Frontiers in Psychology, 7(7), 2000. https://doi.org/10.3389/fpsyg.2016.02000
   PubMedGoogle Scholar
• Wang, H. C., Nickels, L., & Castles, A. (2015). Orthographic learning in developmental surface and phonological dyslexia. Cognitive Neuropsychology, 32(2), 58–79. https://doi.org/10.1080/02643294.2014.1003536
   PubMed Web of Science ®Google Scholar
• Wang, Y., Long, J., & Wang, P. (2024). The prevalence of mathematical difficulties among primary school children in Mainland China: a systematic review and meta-analysis. Frontiers in Public Health, 11, 1250337. https://doi.org/10.3389/fpubh.2023.1250337
   PubMed Web of Science ®Google Scholar
• Wilson, A. J., & Dehaene, S. (2007). Number sense and developmental dyscalculia. In D. Coch, G. Dawson, & K. W. Fischer (Eds.), Human behavior, learning, and the developing brain: Atypical development (pp. 212–238). Guilford Press.
   Google Scholar
• Yurt, E. (2022). The mediating role of metacognitive strategies in the relationship between gender and mathematical reasoning performance. Psycho-Educational Research Reviews, 11(2), 98–120. https://doi.org/10.52963/PERR_Biruni_V11.N2.07
   Google Scholar