TY  - JOUR
A1  - Wyschkon, Anne
A1  - Kohn, Juliane
A1  - Ballaschk, Katja
A1  - Esser, Günter
T1  - Sind Rechenstörungen genau so häufig wie Lese-Rechtschreibstörungen?
N2  - Is a specific disorder of arithmetic skills as common as reading/spelling disorder?Background: Referring to the prevalence rates of learning disorders in the research literature, the numbers of mathematics disorder and reading/ spelling disorder are often reported to be identical. However, the correlation between intelligence level and reading/ spelling skills is much weaker than between intelligence and arithmetic skills. If the same definition criterion is applied to both disorders, a lower prevalence rate for mathematics disorder should be expected. Objective: Are there differences in the prevalence estimates for learning disorders depending on the definition criterion? Method: A large representative sample of German students (N = 1970) was used to review the hypothesis. Results: Depending on the definition criterion, we could show a prevalence range of mathematics disorder between 0.1% and 8.1% in the same sample. Using the same definition criterion for both learning disorders, there are two to three times as many students with reading/spelling disorder than those with mathematics disorder. Discussion: Whenever children with reading/spelling disorder are compared to children with mathematics disorder, the same definition criterion has to be applied.
Y1  - 2009
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/32011
UR  - http://psycontent.metapress.com/content/1422-4917
SN  - 1422-4917
ER  -