Journal ArticleDOI
Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education.
TLDR
The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen.Abstract:
This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city (N = 595; 302 females, 293 males) who were followed for 5 years after completing compulsory education. Students' reading and mathematical skills were measured at the end of compulsory education and their achieved grades in literacy and mathematics were received from their upper secondary schools. The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen. The regression path models were estimated separately for female and male students and show that among male students with RDs and MDs, the part-time special education that students received in Grades 7 to 9 was significantly related, but for Grades 10 to 11, this relationship is only significant among students with RDs. Moreover, low levels of school achievement in literacy among female students and in literacy and mathematics among male students significantly increased the likelihood of delayed graduation.read more
Citations
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Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education
TL;DR: In this article, the authors investigated why some Finnish students receive part-time special education in Grade 1, duration of that support, and its relation to student reading fluency, reading comprehension, and arithmetic fluency development.
Journal ArticleDOI
The development of school burnout in general upper secondary education: the role of support and schoolwork difficulties
TL;DR: In this paper , the authors examined the role of support and schoolwork difficulties in the development of school burnout in general upper secondary education students and found that difficulties in learning skills predicted school burn out.
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Mathematics Performance Profiles and Relation to Math Avoidance in Adolescence: The Role of Literacy Skills, General Cognitive Ability and Math Anxiety
Minna Kyttälä,Piia Maria Björn +1 more
TL;DR: In this paper, the main aim of the study was to differentiate adolescent profiles by math performance at the beginning and end of the final two years of lower secondary school, and relevant baseline attributes.
Journal ArticleDOI
Academic Outcomes of Children with Orofacial clefts: A Review of the Literature and Recommendations for Future Research.
TL;DR: The main findings of population-based studies of the academic outcomes of children with isolated orofacial clefts compared to peers, general samples, or siblings published over the past decade are summarized.
Journal ArticleDOI
Boosting Numerical Cognition in Children and Adolescents with Mathematical Learning Disabilities by a Brain-Based Intervention: A Study Protocol for a Randomized, Sham-Controlled Clinical Trial.
Giulia Lazzaro,Giulia Lazzaro,Andrea Battisti,Cristiana Varuzza,Laura Celestini,Pierpaolo Pani,Floriana Costanzo,Stefano Vicari,Stefano Vicari,Roi Cohen Kadosh,Roi Cohen Kadosh,Deny Menghini +11 more
TL;DR: In this paper, a double-blind, between-subject, sham-controlled, randomized clinical trial, transcranial random noise stimulation (tRNS) plus cognitive training will be delivered to participants.
References
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Dyslexia (Specific Reading Disability)
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TL;DR: In a longitudinal study, development of word reading fluency and spelling were followed for almost 8 years as discussed by the authors, and the strongest specific predictors were rapid automatized naming for reading fluencies and phonological awareness for spelling.
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The development of arithmetical abilities.
TL;DR: The evidence broadly supports the idea of an innate specific capacity for acquiring arithmetical skills, but the effects of the content of learning, and the timing of learning in the course of development, requires further investigation.