Number Processing in Neurodevelopmental Disorders

Spina Bifida Myelomeningocele

Authored by: Marcia A. Barnes , Brenda Smith-Chant , Susan H. Landry

Handbook of Mathematical Cognition

Print publication date:  December  2004
Online publication date:  August  2005

Print ISBN: 9781841694115
eBook ISBN: 9780203998045
Adobe ISBN: 9781135423667

10.4324/9780203998045.ch17

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Abstract

Understanding how children learn to read and why some children have difficulty with reading has benefited from multi-disciplinary research in cognitive development, learning disabilities, and neurobiological factors. This integrated knowledge base has led to substantial changes in public policy that have affected both the assessment of reading and teaching practices (Fletcher et al., 2002). Understanding how children come to learn mathematics and why some find mathematics difficult may require a similar sustained research effort that builds knowledge across several domains of inquiry (Geary, 1993; Lyon, Fletcher & Barnes, 2003). The research presented in this chapter concerns math disabilities in children and adults with spina bifida myelomeningocele (SBM), a congenital disorder affecting the development of spine and brain.

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