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International Journal of Applied Research
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ISSN Print: 2394-7500, ISSN Online: 2394-5869, CODEN: IJARPF

Impact Factor: RJIF 8.4

International Journal of Applied Research

Vol. 1, Issue 12, Part I (2015)

An Examination of the Diagnostic Utility of Three Dyscalculia Identification Models

Author(s)
Elias Clinton
Abstract
Dyscalculia is a term used to describe a learning disability associated with difficulty in using, understanding, and manipulating numbers. Dyscalculia is an evident and consistent underachievement in mathematics that cannot be explained by health, sensory, intelligence, environmental factors, or as a result of poor instruction. Currently there is a debate amongst scholars regarding the most accurate model for diagnosing dyscalculia. Given the ongoing debate regarding dyscalculia diagnosis, this review of current scholarly literature was conducted to evaluate the diagnostic utility of three models of dyscalculia identification: Aptitude-Achievement Discrepancy (AAD), Response to Intervention (RTI) Low Achievement (LA). A summary of each relevant study is provided, the diagnostic utility of each identification model is discussed, and implications for future research are made. Future implications include a need for research that further explores the underlying cognitive processing deficits associated with dyscalculia, the need for extensive longitudinal studies that examine the persistence of dyscalculia throughout all grade levels, and a recommendation of a hybrid model of dyscalculia classification.
Pages: 579-584  |  751 Views  21 Downloads
How to cite this article:
Elias Clinton. An Examination of the Diagnostic Utility of Three Dyscalculia Identification Models. Int J Appl Res 2015;1(12):579-584.
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International Journal of Applied Research