Allison F Gilmour, Justin Harper, Blair Lloyd, Alyssa Van Camp
Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee
Journal of learning disabilities
domaingeneral skills executive functions efs domainspecific skills nonsymbolic number sense symbolic understanding often pitted predictors emerging maths aimed investigate early childhood relations foundational skills balanced longitudinal design one hundred seventy 3 4yearoldchildren tested two time points 5 months apart four domaingeneral executive five domainspecific numeracy tasks latent ef factor strong predictor symbolic maths growth addition stronger symbolic maths time 1 correlated later stronger ef symbolic maths predict ef growth findings provide novel insights dynamic interplay general specific cognitive skills contributing preschool maths