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Cognitive functioning in children with learning problems

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Abstract

Several cognitive deficits associated with reading and mathematics problems have been identified. However, only few studies assessed the impact of these variables in children with combined problems in reading and arithmetics, and none of these studies included children with low IQ. This longitudinal study was designed to assess the impact of different cognitive variables as well as socioeconomic status on literacy and mathematics development of elementary school children with different kinds of learning problems and IQ levels over the course of 2 years. A total of six subgroups was selected from a total sample of 929 second-grade children, with the subgroups differing according to their IQ level and the type of learning disorder. The subgroups consisted of initially 24 reading disabled, 22 mathematics disabled, 35 combined, and 29 low- and 28 overachieving children, as well as 28 typically developing children. Participants were repeatedly assessed in regard to their literacy, mathematics, IQ as well as specific and general cognitive variables. Overall, reading problems were linked to deficits in phonological awareness, while mathematics problems were linked to memory and attention deficits. Children with combined problems showed additive deficits in phonological awareness and attention. The same applied for low-achieving children who were additionally characterized by low socioeconomic status. Good phonological awareness served as a protective factor in overachieving children. The correlation of cognitive variables and group membership was more pronounced at the end of elementary school than in grade 2. Our results confirm an additive approach of cognitive deficits in children with combined learning problems. Phonological awareness constitutes not only a risk factor for learning problems but also a protective factor for good academic achievement in children with low IQ.

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Acknowledgment

This research was supported by a grant from the German Research Foundation (DFG; GZ SCHN 315/39-1) to Wolfgang Schneider and Christina Schwenck. We are grateful to Marcus Hasselhorn and Karin Landerl for their valuable suggestions concerning the design of this research project.

Author information

Authors and Affiliations

  1. Department of Psychology, Justus-Liebig University Gießen, Otto-Behaghel-Straße 10, 35394, Gießen, Germany

    Christina Schwenck

  2. Department of Psychology, University of Würzburg, Würzburg, Germany

    Friederike Dummert, Darius Endlich & Wolfgang Schneider

Authors
  1. Christina Schwenck
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  2. Friederike Dummert
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  3. Darius Endlich
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  4. Wolfgang Schneider
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Corresponding author

Correspondence to Christina Schwenck.

Additional information

Christina Schwenck. Department of Psychology, Justus-Liebig University Gießen, Otto-Behaghel-Straße 10, 35394 Gießen, Germany. E-mail: christina.schwenck@kgu.de

Current themes of research:

Cognitive and Socio-emotional Development. Developmental Psychopathology

Most relevant publications in the field of Psychology of Education:

Schwenck, C., Göhle, B., Hauf, J., Warnke, A., Freitag, C.M. & Schneider, W. (2014). Cognitive and emotional empathy in typically developing children: The influence of age, gender, and intelligence. European Journal of Developmental Psychology, 23 (1), 13–22.

Friederike Dummert. Department of Psychology, University of Würzburg, Würzburg, Germany

Current themes of research:

Cognitive Development. Learning Disorders

Most relevant publications in the field of Psychology of Education:

Dummert, F., Endlich, D., Schneider, W. & Schwenck, C. (2014). Entwicklung schriftsprachlicher und mathematischer Leistungen bei Kindern mit und ohne Migrationshintergrund. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46 (3), 115–132.

Endlich, D., Dummert, F., Schneider, W. & Schwenck, C. (2014). Verhaltensprobleme bei Kindern mit umschriebener und kombinierter schulischer Minderleistung. Kindheit und Entwicklung, 23 (1), 61–69.

Darius Endlich. Department of Psychology, University of Würzburg, Würzburg, Germany

Current themes of research:

Cognitive Development. Developmental Psychopathology

Most relevant publications in the field of Psychology of Education:

Endlich, D., Dummert, F., Schneider, W. & Schwenck, C. (2014). Verhaltensprobleme bei Kindern mit umschriebener und kombinierter schulischer Minderleistung. Kindheit und Entwicklung, 23 (1), 61–69.

Dummert, F., Endlich, D., Schneider, W. & Schwenck, C. (2014). Entwicklung schriftsprachlicher und mathematischer Leistungen bei Kindern mit und ohne Migrationshintergrund. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46 (3), 115–132.

Wolfgang Schneider. Department of Psychology, University of Würzburg, Würzburg, Germany

Current themes of research:

Memory Development. Metacognition. Dyslexia. The Influence of Media on Reading Development

Most relevant publications in the field of Psychology of Education:

Schneider, W: Metacognitive development: Educational implications. In: International Enzyclopedia of the Social and Behavioral Sciences (2nd ed., Area 9). Elsevier, New York (in press)

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Schwenck, C., Dummert, F., Endlich, D. et al. Cognitive functioning in children with learning problems. Eur J Psychol Educ 30, 349–367 (2015). https://doi.org/10.1007/s10212-014-0242-5

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  • DOI: https://doi.org/10.1007/s10212-014-0242-5

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