Symptomatik, Diagnostik und Behandlung der Rechenstörung
Abstract
Kinder mit einer Rechenstörung zeigen Defizite im grundlegenden Mengen- und Zahlenverständnis, wodurch die Entwicklung mathematischer Kompetenzen massiv beeinträchtigt ist. Die vorliegende Arbeit fasst die aktuellen Erkenntnisse bezüglich Symptomatik, Ursachen und Verlauf zusammen und zeigt Möglichkeiten der Diagnostik, der Frühförderung und der Behandlung auf. Die Diagnostik hat sich deutlich verbessert, da aktuelle Rechentests nicht nur den Schulstoff erheben, sondern auch die Kernsymptome der Rechenstörung erfassen. Das IQ-Diskrepanzkriterium wird allerdings weiterhin kritisch hinterfragt. Die internationale Forschung der letzten Jahre hat gezeigt, dass eine gezielte Förderung die Rechenleistung deutlich verbessern kann. Die vorliegende Arbeit gibt einen Überblick über den aktuellen Stand der Interventionsforschung, stellt unterschiedliche Förderansätze vor und diskutiert Implikationen für die Praxis.
Children with dyscalculia show deficits in basic numerical processing which cause difficulties in the acquisition of mathematical skills. This article provides an overview of current research findings regarding the symptoms, cause, and prognosis of dyscalculia, and it summarizes recent developments in the diagnosis, early intervention, and treatment thereof. Diagnosis has improved recently because newly developed tests focus not only on the math curriculum, but also on basic skills found to be impaired in dyscalculia. A controversial debate continues with regard to IQ achievement discrepancy. International studies have demonstrated the effectiveness of specialized interventions. This article summarizes the research findings from intervention studies, describes different treatment approaches, and discusses implications for clinical practice.
Literatur
(1997). A twin study of mathematics disability. Journal of Learning Disabilities, 30, 617–623.
(2012). Weak task-related modulation and stimulus representations during arithmetic problem solving in children with developmental dyscalculia. Developmental Cognitive Neuroscience, 2, 152–166.
(2001). Raising attainment in primary number sense: From counting to strategy. London: Beam Education.
(1996). Psychopathologische Risiken bei Kindern mit umschriebenen schulischen Teilleistungsstörungen. Kindheit und Entwicklung, 5, 53–59.
(2000). Developmental cognitive neuropsychology of number processing and calculation: Varieties of developmental dyscalculia. European Child and Adolescent Psychiatry, 9, 41–57.
(2009). Neuropsychologische Testbatterie für Zahlenverarbeitung und Rechnen bei Kindern – Kindergartenversion (ZAREKI-K). Frankfurt a. M.: Pearson.
(2012). Dybuster calcularis. Verfügbar unter graphics.ethz.ch/sw/?Menu=1&Lang=de
(2005). Rechenstörungen im Kindesalter. Monatszeitschrift Kinderheilkunde, 153, 614–622.
(2007). Rechenstörungen bei Kindern: Vorläufer, Prävalenz und psychische Symptome. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 39, 85–96.
(2006). Testverfahren zur Dyskalkulie bei Kindern – revidierte Fassung (ZAREKI-R) (2. Aufl.). Frankfurt a. M.: Pearson.
(2008). Emotional and behavioral characteristics over a six-year period in youth with persistent and nonpersistent dyscalculia. Journal of Learning Disabilities, 41, 263–273.
(2004). Developmental dynamics of mathematical performance from preschool to grade 2. Journal of Educational Psychology, 96, 699–713.
(2008). Mathematics instruction for first- and second-grade students with mathematics difficulties. Remedial and Special Education, 29, 20–32.
(2010). Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill-by-treatment interaction. School Psychology Review, 39, 69–83.
(2012). Clock reading: An underestimated topic in children with mathematics difficulties. Journal of Learning Disabilities, 45, 351–360.
(2005). Developmental dyscalculia. In , The handbook of mathematical cognition (pp. 455–467). New York: Psychology Press.
(2010). Low numeracy and dyscalculia: Identification and intervention. ZDM Mathematics Education, 42, 527–539.
(2011). Dyscalculia: From brain to education. Science, 27, 1049–1053.
(2007). Comparing mathematics interventions: Does initial level of fluency predict intervention effectiveness? Journal of School Psychology, 45, 603–617.
(2011). Internationale Klassifikation psychischer Störungen. ICD-10 Kapitel V (F). Klinisch-diagnostische Leitlinien (8. Aufl.). Bern: Huber.
(2010). A genome-wide association study identifies multiple loci associated with mathematics ability and disability. Genes, Brain and Behavior, 9, 234–247.
(2004). What works for children with mathematical difficulties? Research report RR554. London: Department for Education and Skills. Retrieved from https://www.education.gov.uk/publications
(2009). What works for children with mathematical difficulties? The effectiveness of intervention schemes. London: Department for Children, Schools and Families. Retrieved from dera.ioe.ac.uk/2505/
(2012). Kritik am Diskrepanzkriterium in der Diagnostik von Legasthenie und Dyskalkulie. Lernen und Lernstörungen, 1(3), 169–184.
(2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of Learning Disabilities, 39, 467–475.
(2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disabilities Quarterly, 31, 79–92.
(2008). Remediating computational deficits at third grade: a randomized field trial. Journal of Research on Educational Effectiveness, 1, 2–32.
(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.
(2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. Journal of Educational Psychology, 101, 561–576.
(2011). Rechenschwäche überwinden. Band 2: Klasse 3–5. Donauwörth: Auer.
(2010). Rechenschwäche überwinden (Bd. 1). Donauwörth: Auer.
(2004). Defizite numerischer Basiskompetenzen bei rechenschwachen Kindern der 3. und 4. Klassenstufe. Zeitschrift für Pädagogische Psychologie, 18, 31–42.
(1992). Counting knowledge and skill in cognitive addition: A comparison of normal and mathematically disabled children. Journal of Experimental Child Psychology, 54, 372–391.
(2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77, 236–263.
(2001). Numerical and arithmetical deficits in learning-disabled children: Relation to dyscalculia and dyslexia. Aphasiology, 15, 635–647.
(2012). Fact retrieval deficits in low achieving children and children with mathematical learning disability. Journal of Learning Disabilities, 45, 291–307.
(2007). Kalkulie – Diagnose- und Trainingsprogramm für rechenschwache Kinder – Trainingsprogramm. Berlin: Cornelsen.
(2005). Early identification and intervention for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293–304.
(1997). Re-thinking the primary school math curriculum: An approach based on cognitive science. Issues in Education, 3, 1–49.
(2007). Supporting children with gaps in their mathematical understanding. Educational and Child Psychology, 24, 146–156.
(1996). Developmental dyscalculia: Prevalence and demographic features. Developmental Medicine and Child Neurology, 38, 25–33.
(2005). Heidelberger Rechentest (HRT 1–4). Göttingen: Hogrefe.
(2011). Motivating students who struggle with mathematics: An application of psychological principles. Perspectives on Language and Literacy. Retrieved from www.onlinedigeditions.com/allarticle/13959/66961/66961/allarticle.html
(2008). Making intervention in numeracy more effective in schools. In , Mathematical difficulties: Psychology and intervention (pp. 225–241). London: Elsevier.
(1988). Developing math automaticity in learning handicapped children: The role of computerized drill and practice. Focus on Exceptional Children, 20, 1–7.
(2006). Lernstörungen – Eine kritische Skizze zur Epidemiologie. Kindheit und Entwicklung, 15, 208–215.
(2012). Differentielle Entwicklung arithmetischer Fähigkeiten nach der Grundschule: Manche Schere öffnet und schließt sich wieder. Lernen und Lernstörungen, 1, 119–134.
(1993). Adolescents with learning disabilities at risk? Emotional well-being, depression, suicide. Journal of Learning Disabilities, 33, 239–256.
(2012). Effektive Förderung rechenschwacher Kinder: Eine Metaanalyse. Kindheit und Entwicklung, 21, 181–192.
(2005). Diagnostik von Rechenstörungen. In , Diagnostik von Mathematikleistungen. Tests und Trends (Jahrbuch der pädagogisch-psychologischen Diagnostik, Bd. 4, S. 71–194). Göttingen: Hogrefe.
(1999). Is IQ-achievement discrepancy relevant in the definition of arithmetic learning disabilities? Learning Disabilities Quarterly, 22, 291–301.
(2002). Strategy choice in solving arithmetic word problems: Are there differences between students with learning disabilities, G-V poor performance and typical achievement students? Learning Disability Quarterly, 25, 113–122.
(2003). Arithmetic fact mastery in young children: A longitudinal investigation. Journal of Experimental Child Psychology, 85, 103–119.
(2002). More evidence for the role of the central executive in retrieving arithmetic facts – a case study of severe developmental dyscalculia. Journal of Clinical and Experimental Neuropsychology, 24, 302–310.
(2009). TEDI-MATH Test zur Erfassung numerisch-rechnerischer Fertigkeiten vom Kindergarten bis zur 3. Klasse. Bern: Huber.
M. (2011). Finger usage and arithmetic in adults with math difficulties: Evidence from a case report. Frontiers in Psychology, 2, 254.
(2009). Developmental dyscalculia: Compensatory mechanisms in left intraparietal regions in response to nonsymbolic magnitudes. Behavioral and Brain Functions, 5, 35. doi: 10.1186/1744–9081–5–35
(2008). Prävention der Rechenschwäche. In , Handbuch der Pädagogischen Psychologie (S. 360–370). Göttingen: Hogrefe.
(2007). Mengen, zählen, Zahlen: Die Welt der Mathematik entdecken (MZZ). Berlin: Cornelsen.
(2008). Frühe Förderung von mathematischen Kompetenzen im Vorschulalter. Zeitschrift für Erziehungswissenschaft, 11, 91–103.
(2009). Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19, 513–526.
(2002). Rechenangst und Rechenleistung. Sprache, Stimme, Gehör, 30, 160–164.
(2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and Special Education, 24, 97–114.
(2011). Mental number line training in children with developmental dyscalculia. Neuroimage, 57, 782–795.
(2006). Impaired neural networks for approximate calculation in dyscalculic children: A functional MRI study. Behavioral and Brain Functions, 2, 31.
(2004). Developmental dyscalculia and basic numerical capacities: A study of 8–9 year old students. Cognition, 93, 99–125.
(2008). Dyskalkulie. München: Reinhardt.
(2010). Comorbidity of learning disorders: prevalence and familial transmission. Journal of Child Psychology and Psychiatry, 51, 287–294.
(2011). Computerbasierte Mathematikförderung mit den «Rechenspielen mit Elfe und Mathis I» – Vorstellung und Evaluation eines Computerprogramms für Erst- bis Drittklässler. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 43, 79–88.
(2010). Rechenspiele mit Elfe und Mathis I [CD-ROM]. Göttingen: Hogrefe.
(2010). Rechenspiele mit Elfe und Mathis II [CD-ROM]. Göttingen: Hogrefe.
(2008). Using kindergarten number sense to predict calculation fluency in second grade. Journal of Learning Disabilities, 41, 451–459.
(2003). Complexities in identifying and defining mathematics learning disabilities in the primary school-age years. Annals of Dyslexia, 53, 218–253.
(2008a). Förderung geometrischer Grundfertigkeiten. Bamberg: PaePsy.
(2008b). Training numerischer Grundfertigkeiten. Bamberg: PaePsy.
(2008c). Training pränumerischer Grundfertigkeiten. Bamberg: PaePsy.
(2008d). Umgang mit Maßen. Bamberg: PaePsy.
(1997). Das Dortmunder Zahlbegriffstraining: Lernwirksamkeit bei rechenschwachen Grundschülern. Sonderpädagogik, 27, 60–68.
(2005). Zahlen begreifen. Diagnose und Förderung bei Kindern mit Rechenschwäche (2. Aufl.). Weinheim: Beltz.
(2005). Lernschwierigkeiten Mathematik in Klasse 5 und 8. Vierteljahreszeitschrift für Heilpädagogik und ihre Nachbargebiete, 74, 113–128.
(2012). Rechenschwach oder nicht rechenschwach? Eine kritische Auseinandersetzung mit Diagnosekonzepten, Klassifikationssystemen und Diagnoseinstrumenten unter besonderer Berücksichtigung von älteren Schülerinnen und Schülern. Lernen und Lernstörungen, 1, 99–117.
(2010). Basisdiagnostik Mathematik für die Klassen 4–8 (BASIS-MATH 4–8). Bern: Huber.
(2005). Does numeracy matter more? Retrieved from: nrdc.org.uk/publications
(1997). A life skills approach to mathematics instruction: Preparing students with learning disabilities for real-life math demands of adulthood. Journal of Learning Disabilities, 30, 178–187.
(2012). Math fluency is etiologically distinct from untimed math performance, decoding fluency, and untimed reading performance: Evidence from a twin study. Journal of Learning Disabilities, 45, 371–381.
(2008). Wächst sich die Dyskalkulie aus? Eine Einzelfalldarstellung bei Dyskalkulie im Jugendalter. Prävention und Rehabilitation, 20, 131–139.
(2009). Effects of fact retrieval tutoring in third-grade students with math difficulties with and without reading difficulties. Learning Disabilities Research, 24, 1–11.
(2007). Impaired parietal magnitude processing in developmental dyscalculia. Current Biology, 17, R1042–R1043.
(1999). Relationships between learning difficulties and psychological problems in preadolescent children from a longitudinal sample. Journal of the American Academy of Child Adolescent Psychiatry, 38, 429–436.
(2006). Double dissociation of functions in developmental dyslexia and dyscalculia. Journal of Educational Psychology, 98, 854–867.
(2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6, 46.
(2005). Developmental dyscalculia: A prospective six-year follow-up. Developmental Medicine and Child Neurology, 47, 121–125.
(2001). Developmental dyscalculia is a family learning disability. Journal of Learning Disabilities, 34, 59–65.
(2008). Playing linear numerical board games promotes low-income children’s numerical development. Developmental Science, 11, 655–661.
(2011). Prävention von Rechenschwäche durch ein Training mathematischer Basiskompetenzen in der ersten Klasse. Unveröffentlichte Dissertation, Justus-Liebig-Universität Gießen.
(2010). Detecting children with arithmetic disabilities from kindergarten: Evidence from a 3-year longitudinal study on the role of preparatory arithmetic abilities. Journal of Learning Disabilities, 43, 250–268.
(1991). Procedural dyscalculia and number fact dyscalculia: Double dissociation in developmental dyscalculia. Cognitive Neuropsychology, 8, 155–176.
(2003). The differential effects of teaching addition through strategy instruction versus drill and practice to students with and without learning disabilities. Journal of Learning Disabilities, 36, 449–458.
(2012). Neurokognitive Grundlagen der typischen und atypischen Zahlenverarbeitung. Lernen und Lernstörungen, 2, 135–149.
(2006). Diagnose mathematischen Vorwissens im Vorschulalter und Vorhersage von Rechenleistung und Rechenschwierigkeiten in der Grundschule. Psychologie in Erziehung und Unterricht, 53, 236–245.
(2007). Number sense and developmental dyscalculia. In , Human behavior, learning, and the developing brain: Atypical development (pp. 212–238). New York: Guilford.
(2009). Effects of an adaptive game intervention on accessing number sense in low-socioeconomic-status kindergarten children. Mind, Brain, and Education, 3, 224–234.
(2006). Principles underlying the design of «the number race», an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2, 19.
(2006). An open trial assessment of «the number race», an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2, 20.
(2002). Teaching number: Advancing children’s skills and strategies. London: Chapman.
(2009). Sind Rechenstörungen genau so häufig wie Lese-Rechtschreibstörungen? Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 37, 499–512.
