Effektive Förderung rechenschwacher Kinder

Mathlete: an adaptive assistive technology tool for children with dyscalculia

PURPOSE

The use of technology in teaching and learning process for children is gaining importance. Children with specific learning disabilities have shown positive results with assistive technology tools. Dyscalculia is a specific learning disability in which an individual faces problem in mathematical skills. Around 3-7% of the world population is affected with it. The aim of the current research study is to determine the effectiveness of an assistive technology tool, Mathlete on children with dyscalculia's early numeracy skills. Such assistive technology tools can serve as a boon for these children.

METHOD

A total of 40 children with dyscalculia (Mage = 6.8 years) were a part of the study. The group of 40 children were randomly divided into two groups: experiment group using mathlete for improving their learning (30 children) and a control group using only traditional teaching for learning (10 children). The children were screened for dyscalculia using the screening module of mathlete.

RESULTS

The two groups showed no significant difference in terms of their socio-economic status, gender and parents education level. Children in the experiment group showed improvement from pre-test to post-test after using mathlete. Also, there was significant difference in learning of both the groups, children in experiment group could understand the concepts better than the ones in control group.

CONCLUSION

Mathlete helped improve the mathematical learning of children with dyscalculia from pre-test to post-test.

Experiences and Perceived Self-Efficacy in Distance Learning Among Teachers of Students With Special Educational Needs

The COVID-19 pandemic has had a great impact on school learning so far, creating a new and potentially stressful situation during school closures for teachers and students. The sudden switch to distance learning might have been especially hard to cope with for students with special educational needs (SEN). Teachers of student with SEN might thus face greater obstacles when establishing and dealing with distance learning. Teachers' self-efficacy (TSE) is a well-known factor for students' academic achievement and motivation. Little is yet known about TSE in distance learning, especially not with students with SEN. The present study aimed to investigate the experiences and the perceived TSE in distance learning of teachers teaching students with SEN at special schools and inclusive schools during the COVID-19 pandemic in Germany during June 2020 and January 2021. N = 96 teachers from both special schools and inclusive schools were involved in the study and were asked to complete a self-report online questionnaire. The study follows an exploratory design to give a first overview of the experiences of teachers of students with SEN and their TSE during the school closures and distance learning. Results showed that no major difference in overall teaching experiences could be found between teachers teaching at special schools or inclusive schools. The identification of difficulties in reading at distance and the support of students with difficulties in reading at distance was perceived by the teachers as most difficult. Difficulties in writing was being rated significantly less easy to identify at distance than difficulties in mathematics. Further, the support of students with difficulties in mathematics was perceived as being significant more challenging than the identification of difficulties in mathematics. TSE in distance learning was rather low, regardless if the teachers taught at a special school or inclusive school in this time period. TSE correlated positively with the perceived goodness of identification of difficulties and support of students with difficulties in reading, writing, and mathematics. Possible reasons and implications are discussed as well as implications of the overall results for distance learning of students with SEN.

Diagnostik von Lernstörungen: Zeit zum Umdenken

Zusammenfassung. Lernschwierigkeiten beim Erwerb der Schriftsprache oder des Rechnens gehört für ca. ein Drittel aller Grundschulkinder zum schulischen Alltag. Wenn diese Schwierigkeiten länger andauern, wird von Lernschwächen, Lernstörungen oder Lernbehinderungen gesprochen. Die begriffliche Abgrenzung wird aktuell durch verschiedene Klassifikationskriterien in verschiedenen Klassifikationssystemen (ICD-10/11, DSM-5 oder AWMF Leitlinien) sehr erschwert, was Unsicherheiten in der Diagnostik und auch divergierende pädagogische Konsequenzen zur Folge hat. Eine besondere Rolle spielt dabei das sogenannte doppelte Diskrepanzkriterium für die Diagnose einer Lernstörung: Die Leistung eines Kindes muss unter dem nach dem Alter bzw. der Beschulung und der Intelligenz zu erwartenden Niveau liegen. Die Schulleistung muss also erwartungswidrig ausfallen – das betroffene Kind bleibt hinter den für die Klassenstufe typischen Leistungen und auch hinter den eigenen allgemeinen kognitiven Fähigkeiten zurück. Das Kriterium der Diskrepanz der Schulleistung zur Intelligenz wird seit langem kontrovers diskutiert und ist in den Klassifikationssystemen unterschiedlich verankert. Seine Anwendung hat sowohl für die diagnostische als auch für die pädagogische Praxis weitreichende Konsequenzen. Es führt dazu, dass Kinder mit Diskrepanz zwischen Schulleistung und Intelligenz die Diagnose „Lernstörung“ erhalten, Kinder ohne diese Diskrepanz haben eine „Lernschwäche“, beide Gruppen erfahren unterschiedliche schulische und außerschulische Lernförderung. Der vorliegende Beitrag stellt die Berechtigung dieses Kriteriums der Diskrepanz zwischen Schulleistung und Intelligenz anhand empirischer Evidenz in Frage und beleuchtet Konsequenzen sowohl für die bislang gängige Anwendung des doppelten Diskrepanzkriteriums als auch für den Verzicht darauf. Das Fazit dieser Erörterung rät zum Umdenken.

Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia. What Influences Individual Responsiveness?

This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.

Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools

As empirical studies have consistently shown, low achievement in mathematics at the secondary level can often be traced to deficits in the understanding of certain basic arithmetic concepts taught in primary school. The present intervention study in middle schools evaluated whether such learning deficits can be reduced effectively and whether the type of instruction influences students' progress. The sample consisted of 123 students in 34 classes, split among one control group and two intervention groups: (a) small group instruction and (b) independent work partially integrated into regular classrooms. Over a period of 14 weeks, students were taught basic concepts, such as place value and basic operations. In addition, they practiced fact retrieval and counting (in groups). Multilevel regression analyses demonstrated that the interventions can be used to reduce given deficits.

Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children

Calcularis is a computer-based training program which focuses on basic numerical skills, spatial representation of numbers and arithmetic operations. The program includes a user model allowing flexible adaptation to the child's individual knowledge and learning profile. The study design to evaluate the training comprises three conditions (Calcularis group, waiting control group, spelling training group). One hundred and thirty-eight children from second to fifth grade participated in the study. Training duration comprised a minimum of 24 training sessions of 20 min within a time period of 6-8 weeks. Compared to the group without training (waiting control group) and the group with an alternative training (spelling training group), the children of the Calcularis group demonstrated a higher benefit in subtraction and number line estimation with medium to large effect sizes. Therefore, Calcularis can be used effectively to support children in arithmetic performance and spatial number representation.

The Diagnosis and Treatment of Reading and/or Spelling Disorders in Children and Adolescents

BACKGROUND

3-11% of children and adolescents suffer from a reading andor spelling disorder. Their poor written-language skills markedly impair their scholastic performance and are often associated with other mental disorders. A great deal of uncertainty still surrounds the question of the appropriate methods of diagnosis and treatment.

METHODS

We systematically searched for pertinent publications in databases and literature reference lists, summarized the evidence in six tables, and examined some of it in a meta-analysis. Recommendations were developed in a consensus conference.

RESULTS

A reading and/or spelling disorder should only be diagnosed if performance in these areas is below average. It should be determined whether an attention deficit-hyperactivity disorder, anxiety disorder, or disorder of arithmetical skills is also present. Reading and spelling performance should be reinforced with systematic instruction about letter-sound and sound-letter correspondences, letter-syllable-morpheme synthesis, and sound-syllablemorpheme analysis (g' = 0.32) (recommendation grade A). Spelling ability responds best to spelling-rule training (recommendation grade A). Irlen lenses, visual and/or auditory perceptual training, hemispheric stimulation, piracetam, and prism spectacles should not be used (recommendation grade A).

CONCLUSION

Evidence- and consensus-based guidelines for the diagnosis and treatment of reading and/or spelling disorders in children and adolescents are now available for the first time. Reading and spelling abilities should be systematically and comprehensively reinforced, and potential comorbid disorders should be sought and treated appropriately. The efficacy of many treatments now in use has not been documented; if they are to be used in the future, they must be tested in randomized, controlled trials. For adult sufferers, adequate diagnostic instruments and therapeutic methods are not yet available.

Lernschwierigkeiten. Wie man einen pädagogisch-psychologischen Dauerbrenner immer wieder aufs Neue befeuern kann

Zusammenfassung. Ausgehend von definitorischen Überlegungen werden Häufigkeiten und Ursachen von Lernschwierigkeiten thematisiert sowie Erkenntnisse über evidenzbasierte Interventionen. Neben bereichsspezifischen Dysfunktionen gelten für Minderleistungen beim Lesen und in der Rechtschreibung sowie im Rechnen Defizite in bereichsübergreifenden kognitiven Grundfunktionen als ursächlich. Metaanalysen weisen auf eine Überlegenheit symptomspezifischer Interventionsmaßnahmen im Vergleich zu symptomunspezifischen Funktionstrainings hin. Mit dem Konzept der Instruktionsresponsivität (RTI) und einer Hinwendung zu formativer (Lernverlaufs-)Diagnostik existiert eine Alternative zur herkömmlichen Kategorisierungsdiagnostik.

Developmental dyscalculia

Numerical skills are essential in our everyday life, and impairments in the development of number processing and calculation have a negative impact on schooling and professional careers. Approximately 3 to 6 % of children are affected from specific disorders of numerical understanding (developmental dyscalculia (DD)). Impaired development of number processing skills in these children is characterized by problems in various aspects of numeracy as well as alterations of brain activation and brain structure. Moreover, DD is assumed to be a very heterogeneous disorder putting special challenges to define homogeneous diagnostic criteria. Finally, interdisciplinary perspectives from psychology, neuroscience and education can contribute to the design for interventions, and although results are still sparse, they are promising and have shown positive effects on behaviour as well as brain function.

CONCLUSION

In the current review, we are going to give an overview about typical and atypical development of numerical abilities at the behavioural and neuronal level. Furthermore, current status and obstacles in the definition and diagnostics of DD are discussed, and finally, relevant points that should be considered to make an intervention as successful as possible are summarized.

[Specific learning disabilities - from DSM-IV to DSM-5]

The publication of the DSM-5 means changes in the classification and recommendations for diagnosis of specific learning disabilities. Dyslexia and dyscalculia have been reintroduced into the DSM. Three specific learning disorders - impairment in reading, impairment in the written expression, and impairment in mathematics, described by subskills - are now part of the DSM-5. Three subcomponents of the reading disorder are expressly differentiated: word reading accuracy, reading rate, and fluency and reading comprehension. Impaired subskills of the specific learning disorder with impairment in written expression are spelling accuracy, grammar and punctuation accuracy, and clarity and organization of written expression. Four subskills are found in the mathematics disorder: number sense, memorization of arithmetic facts, accurate or fluent calculation, and accurate math reasoning. Each impaired academic domain and subskill should be recorded. A description of the severity degree was also included. The diagnosis is based on a variety of methods, including medical history, clinical interview, school report, teacher evaluation, rating scales, and psychometric tests. The IQ discrepancy criterion was abandoned, though that of age or class discrepancy criterion was retained. The application of a discrepancy is recommended by 1 to 2.5 SD. All three specific developmental disorders are common (prevalence 5 %-15 %), occur early during the first years of formal schooling, and persist into adulthood.

[Symptoms diagnosis and treatment of dyscalulia]

Children with dyscalculia show deficits in basic numerical processing which cause difficulties in the acquisition of mathematical skills. This article provides an overview of current research findings regarding the symptoms, cause, and prognosis of dyscalculia, and it summarizes recent developments in the diagnosis, early intervention, and treatment thereof. Diagnosis has improved recently because newly developed tests focus not only on the math curriculum, but also on basic skills found to be impaired in dyscalculia. A controversial debate continues with regard to IQ achievement discrepancy. International studies have demonstrated the effectiveness of specialized interventions. This article summarizes the research findings from intervention studies, describes different treatment approaches, and discusses implications for clinical practice.

Dyskalkulie vs. Rechenschwäche: Basisnumerische Verarbeitung in der Grundschule

Laut ICD-10 und DSM-IV-TR muss für die Diagnose einer Dyskalkulie eine Diskrepanz zwischen der allgemeinen kognitiven Leistungsfähigkeit und der tatsächlichen oder vorhergesagten Leistung in einem Mathematiktest vorliegen. Diese Definition impliziert, dass sich rechenschwache Kinder, die diese Diskrepanz aufweisen, von rechenschwachen Kindern ohne Erfüllung des Diskrepanzkriteriums unterscheiden. Die vorliegende Arbeit hatte zum Ziel, mögliche Unterschiede zwischen dyskalkulischen und rechenschwachen Kindern sowie einer Kontrollgruppe in der basisnumerischen Verarbeitung zu prüfen. Zur Identifikation einer Dyskalkulie bzw. Rechenschwäche wurden entweder (a) ein Testverfahren mit basisnumerischem Schwerpunkt (ZAREKI-R) oder (b) Tests zur Erfassung von Rechenfertigkeiten (ZAREKI-R Kopfrechnen und Textaufgaben, HRT 1 – 4 Addition und Subtraktion, WISC-IV rechnerisches Denken) verwendet. Insgesamt bearbeiteten 68 Kinder (Dyskalkulie: Na = 27/Nb = 11, Rechenschwäche: Na = 21/Nb = 18, Kontrollgruppe: Na = 20/Nb = 39) eine Batterie von basisnumerischen Aufgaben: Simultanerfassung, Abzählen, Mengenvergleich, Transkodieren, Number sets und Zahlenstrahl (0 – 100). Zusätzlich wurde die Arbeitsgedächtniskapazität mit einer visuell-räumlichen Aufgabe (Matrixspanne) überprüft. Laut Klassifikation nach ZAREKI-R unterschieden sich rechenschwache und dyskalkulische Kinder in fast allen basisnumerischen Aufgaben klar von der Kontrollgruppe, jedoch nicht untereinander. Bei Klassifikation nach Rechenfertigkeiten konnten rechenschwache und dyskalkulische Kinder ebenfalls nicht differenziert werden, allerdings unterschieden sich nur rechenschwache Kinder von der Kontrollgruppe (bei den Aufgaben Simultanerfassung, Abzählen, symbolischer Mengenvergleich, Transkodieren, Zahlenstrahl). Die Befunde werden vor dem Hintergrund der Verwendung basisnumerischer Fertigkeiten für die Diagnose und Therapie von Dyskalkulie diskutiert.

The diagnosis and management of dyscalculia

BACKGROUND

Dyscalculia is defined as difficulty acquiring basic arithmetic skills that is not explained by low intelligence or inadequate schooling. About 5% of children in primary schools are affected. Dyscalculia does not improve without treatment.

METHODS

In this article, we selectively review publications on dyscalculia from multiple disciplines (medicine, psychology, neuroscience, education/special education).

RESULTS

Many children and adolescents with dyscalculia have associated cognitive dysfunction (e.g., impairment of working memory and visuospatial skills), and 20% to 60% of those affected have comorbid disorders such as dyslexia or attention deficit disorder. The few interventional studies that have been published to date document the efficacy of pedagogic-therapeutic interventions directed toward specific problem areas. The treatment is tailored to the individual patient's cognitive functional profile and severity of manifestations. Psychotherapy and/or medication are sometimes necessary as well.

CONCLUSION

The early identification and treatment of dyscalculia are very important in view of its frequent association with mental disorders. Sufferers need a thorough, neuropsychologically oriented diagnostic evaluation that takes account of the complexity of dyscalculia and its multiple phenotypes and can thus provide a basis for the planning of effective treatment.