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

  1. Guzmán, Bárbara 1
  2. Rodríguez, Cristina 12
  3. Sepúlveda, Felipe 1
  4. Ferreira, Roberto A. 1
  1. 1 Universidad Católica de la Santísima Concepción
    info

    Universidad Católica de la Santísima Concepción

    Concepción, Chile

    ROR https://ror.org/03y6k2j68

  2. 2 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2019

Volume: 24

Issue: 1

Type: Article

DOI: 10.1016/J.PSICOD.2018.11.002 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

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.

Funding information

Esta investigación ha sido financiada por CONICYT-Chile [FON-DECYT REFULAR Nº1161213] y el Ministerio Español de Economía y Competitividad [Programa Ramón y Cajas, RYC-2014-16948]

Funders

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