Dyskalkulie vs. Rechenschwäche: Basisnumerische Verarbeitung in der Grundschule

Laut ICD-10 und DSM-IV-TR muss fur die Diagnose einer Dyskalkulie eine Diskrepanz zwischen der allgemeinen kognitiven Leistungsfahigkeit und der tatsachlichen oder vorhergesagten Leistung in einem Mathematiktest vorliegen. Diese Definition impliziert, dass sich rechenschwache Kinder, die diese Diskrepanz aufweisen, von rechenschwachen Kindern ohne Erfullung des Diskrepanzkriteriums unterscheiden. Die vorliegende Arbeit hatte zum Ziel, mogliche Unterschiede zwischen dyskalkulischen und rechenschwachen Kindern sowie einer Kontrollgruppe in der basisnumerischen Verarbeitung zu prufen. Zur Identifikation einer Dyskalkulie bzw. Rechenschwache wurden entweder (a) ein Testverfahren mit basisnumerischem Schwerpunkt (ZAREKI-R) oder (b) Tests zur Erfassung von Rechenfertigkeiten (ZAREKI-R Kopfrechnen und Textaufgaben, HRT 1 – 4 Addition und Subtraktion, WISC-IV rechnerisches Denken) verwendet. Insgesamt bearbeiteten 68 Kinder (Dyskalkulie: Na = 27/Nb = 11, Rechenschwache: Na = 21/Nb = 18, Kontrollgruppe: Na = 20/Nb...

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