Stability of arithmetic disability subtypes

Cheryl H. Silver, H. Deborah Lynne Pennett, Jeffrey L. Black, George W. Fair, Raymond R. Balise

Research output: Contribution to journalArticle

34 Scopus citations

Abstract

Cross-sectional research has identified subtypes of children with learning disabilities who may have distinctive cognitive ability patterns. This study examined the stability over 19 months of academic subtyping classifications for 80 children ages 9 to 13 representing four subtypes of arithmetic disabilities (AD), using three criteria for learning disability identification. Approximately half of the sample retained AD regardless of identification method. Children with pervasive deficits in arithmetic, reading, and spelling displayed the greatest subtype stability. Only one third of the children with the other subtypes, including those with isolated arithmetic deficits, retained their original subtypes. Thus, drawing conclusion's and making recommendations based on academic subtyping at a single point in time may be unwise.

Original languageEnglish (US)
Pages (from-to)108-119
Number of pages12
JournalJournal of Learning Disabilities
Volume32
Issue number2
DOIs
StatePublished - Jan 1 1999

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions(all)

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    Silver, C. H., Pennett, H. D. L., Black, J. L., Fair, G. W., & Balise, R. R. (1999). Stability of arithmetic disability subtypes. Journal of Learning Disabilities, 32(2), 108-119. https://doi.org/10.1177/002221949903200202