Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

Autor:	Georgios A. Kougioumtzis, Maria Efstratopoulou, Paraskevi Tatsiopoulou, Ioannis Diakogiannis, Eleni Bonti, Afroditi Kamari, Maria Sofologi, Georgia-Nektaria Porfyri, Sofia Giannoglou
Rok vydání:	2021
Předmět:	SLI media_common.quotation_subject SLD Metacognition Neurosciences. Biological psychiatry. Neuropsychiatry specific learning disabilities in mathematics Article Developmental psychology Reading (process) Similarity (psychology) 0501 psychology and cognitive sciences learning profiles media_common Intelligence quotient neurodevelopmental disorders General Neuroscience 05 social sciences 050301 education Odds ratio Confidence interval Test (assessment) adolescence Written language 0503 education RC321-571 050104 developmental & child psychology
Zdroj:	Brain Sciences Volume 11 Issue 7 Brain Sciences, Vol 11, Iss 850, p 850 (2021)
ISSN:	2076-3425
DOI:	10.3390/brainsci11070850
Popis:	SLI and SLD constitute two independent neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature. This has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten the path of valid diagnosis and intervention during adolescence when the two disorders change their manifestation and overlap. Two hundred Greek adolescents (140 boys and 60 girls), 124 already diagnosed with SLD and 76 diagnosed with SLI, 12–16 years old, participated in the study. All participants were assessed in reading, oral and written language and mathematics (mathematical operations and mathematical reasoning) along with IQ testing. In order to determine statistically significant differences, the chi-square test, independent samples t-test, odds ratios and their 95 per cent confidence intervals were implemented. The results revealed that the SLI group presented significantly greater difficulties than SLD in their overall cognitive-mental profile and in most language and mathematical measurements (number concept, executive-procedural part of solving operations and mathematical reasoning). The similarity of the two groups was mainly detected in their deficient metacognitive, metalinguistic and metamnemonic strategies. The research concludes that SLD adolescents managed to overcome their difficulties to a significant degree, while adolescents with SLI still struggle with many learning areas.
Databáze:	OpenAIRE
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