Number Sense Abilities, Working Memory and RANA Longitudinal Approximation of Typical and Atypical Development in Chilean Children.

  1. Bárbara Yaneth Guzmán Ayala
  2. Cristina Rodríguez Rodríguez
  3. Felipe Sepúlveda
  4. Roberto A. Ferreira
Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2019

Volume: 24

Issue: 1

Pages: 9

Type: Article

Export: RIS
DOI: 10.1016/j.psicod.2018.11.002 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Metrics

Cited by

  • Scopus Cited by: 7 (31-10-2021)
  • Dialnet Métricas Cited by: 2 (17-09-2021)

JCR (Journal Impact Factor)

  • Year 2019
  • Journal Impact Factor: 3.05
  • Best Quartile: Q1
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q1 Rank in area: 9/60 (Ranking edition: SSCI)
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 28/263 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2019
  • SJR Journal Impact: 0.837
  • Best Quartile: Q1
  • Area: Education Quartile: Q1 Rank in area: 246/1401
  • Area: Developmental and Educational Psychology Quartile: Q2 Rank in area: 123/339

Índice Dialnet de Revistas

  • Year 2019
  • Journal Impact: 3.296
  • Field: PSICOLOGÍA Quartile: C1 Rank in field: 3/112
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 2/232

CIRC

  • Social Sciences: A

CiteScore

  • Year 2019
  • CiteScore of the Journal : 3.8
  • Area: Education Percentile: 90
  • Area: Developmental and Educational Psychology Percentile: 78

Journal Citation Indicator (JCI)

  • Year 2019
  • Journal Citation Indicator (JCI): 1.91
  • Best Quartile: Q1
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 65/723
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q1 Rank in area: 8/74

Abstract

The present study examined the contribution of working memory and Rapid Automatized Naming (RAN) to growth trajectories in number processing, measured using Curriculum-based Measurement (CBM). Participants were two groups of first grade children; one group were at risk of developing mathematics disabilities (MLD-at-risk, n=32), and the other included typically developing (non-MLD, n=32) children. Of all the cognitive measures, backward digit span (BDS) tasks and RAN-Letter made significant contributions to differentiating group performance. RAN-Letter provided differentiation of groups, and BDS provided differentiation of the growth rates of both groups in number processing skills. These results highlight the relevance of RAN and BDS for the development of number processing skills in first grade, especially for MLD-at-risk children. BDS is therefore a very important task to be measured during the early stages of mathematics instruction, because it predicts deficits in development of number skills.

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