Article citationsMore>>
Fuchs, L.S., Powell, S.R., Seethaler, P.M., Cirino, P.T., Fletcher, J.M., Fuchs, D. and Hamlett, C.L. (2010) The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics Difficulties. Learning and Individual Differences, 20, 89-100.
http://dx.doi.org/10.1016/j.lindif.2009.09.003
has been cited by the following article:
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TITLE:
Diagnostic Assessment and Mathematical Difficulties: An Experimental Study of Dyscalculia
AUTHORS:
Ahmad Rababah, Yazan Alghazo
KEYWORDS:
Mathematical Difficulties, Dyscalculia, Diagnostic Assessment Strategy
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.4 No.6,
June
9,
2016
ABSTRACT: Diagnostic assessment strategies are used to enhance student achievement within several different subject areas. In this study, a diagnostic assessment program was designed and implemented with a group of students diagnosed with Dyscalculia. Students in both the control group and the treatment groups were given a pre-test and a post-test, and results from those tests were used to assess the effectiveness of the program. The findings revealed statistically significant differences between the control group and the treatment groups on the post-test, which indicated that the diagnostic assessment strategy was effective in improving dyscalculic students’ mathematical abilities. The design and implementation of the program, as well as the implications of the findings, are discussed in this article.