Mathematical learning disabilities (MLD) have been reported for elementary school age girls with fragile X syndrome who do not have mental retardation. Yet girls with fragile X demonstrate age-appropriate rote math skills, sometimes outperforming other children with MLD. We examined whether MLD and strengths in rote math skills persist during middle school among girls with fragile X. Middle school children were individually administered the Ranking Proportions Task (RPT), which involves fractions and decimals. Such problems, although difficult for many students, yield different performance profiles between children with versus without MLD. We hypothesized that girls with fragile X would outperform children with MLD on rote skills (e.g., naming decimals) despite conceptual difficulties, regardless of effects of FSIQ. To address the influence of fragile X versus MLD or FSIQ, several comparison groups were included. Children from a normative sample outperformed girls with fragile X on conceptual, but not rote, skills. However, their performance resembled that of children with MLD on conceptual skills, such as identifying equal quantities with different symbols (e.g., 0.5 and 1/2). Fragile X syndrome provides a compelling model of the heterogeneity of MLD, as the associated profile resembles that of both children with or without MLD. In terms of applications to serving girls with fragile X, it is important to consider that efficient rote skills may not only fail to enhance math achievement, they may hinder achievement by masking underlying conceptual deficiencies.
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Developmental and Educational Psychology