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Performance on curriculum-based mathematics assessments in developmental dyscalculia: the effect of content domain and question format

Published Online: 2024-08-08

Published Print: 2024-11

Authors

Roulstone, Alison https://orcid.org/0000-0002-9341-8195
Morsanyi, Kinga https://orcid.org/0000-0002-7550-1454
Bahnmueller, Julia https://orcid.org/0000-0001-9207-5074
Funding

Funding for this research was provided by:

Economic and Social Research Council (ES/W002914/1, ES/W002914/1, ES/W002914/1)
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Text and Data Mining valid from 2024-08-08

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Article History

Received: 22 December 2023

Accepted: 21 July 2024

First Online: 8 August 2024

Declarations

:

: This study was a secondary data analysis of a study conducted by the second author of the manuscript, and no ethical approval was sought specifically for conducting the analyses described in the paper. The original research study received ethical approval from the School of Psychology Research Ethics Committee at Queen’s University Belfast (reference number: 52-2014/15). Informed consent was obtained from the schools and the parents of all children who participated. Additionally, verbal assent was obtained from each child at the start of each testing session.

: The authors declare no competing interests.

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