Analysis of Mathematics, Reading and Language Skills, and Cognitive Profiles for Students At Risk for Learning Disabilities on Arithmetic Performance

This study aimed to examine the characteristics of basic mathematical learning abilities, reading and language skills, and cognitive processing abilities for students at risk for learning disabilities on arithmetic performance (Dyscalculia). The study used various measurement variables, including arithmetic operations (grade-level and integrated stages), basic mathematical learning abilities (arithmetic, shapes, measurement, patterns, data and probability), reading and language skills (decoding, reading fluency, reading comprehension, and listening comprehension), and non-verbal cognitive processing abilities (picture analogy, figure analogy, picture category, figure category, picture sequence, and figure sequence). The analysis revealed a common characteristic among students at risk for learning disabilities on arithmetic performance: they exhibited arithmetic operation disabilities with standardized scores averaging below “-2 SD” in the arithmetic domain of basic mathematical learning abilities. However, these students could be categorized into three distinct groups based on their performance in variables measuring other aspects of basic academic skills in mathematics and reading, language comprehension, and cognitive processing. This classification aligns with established categorizations in previous research, including “students at risk for learning disabilities on arithmetic performance” “students at risk for learning disabilities on arithmetic performance with comorbid reading problem,” and “basic academic underachievement with language delays.” These findings contribute to a better understanding of the diverse profiles within the population of students struggling with students at risk for learning disabilities on arithmetic performance.