TABLE 7.
Percentage of Children Failing Individual Test Items, Including the Four Test Items from Model 6, Table 6; n = 209
| MLD | Not MLD | χ2* | p Value | |
|---|---|---|---|---|
| Items from Model 6 | ||||
| Number constancy | 34.8 | 7.5 | 16.15 | <0.0001 |
| Magnitude judgments | 69.6 | 12.4 | 44.12 | <0.0001 |
| Reading numerals | 34.8 | 2.7 | 36.15 | <0.0001 |
| Adding with manipulatives | 82.6 | 30.7 | 23.88 | <0.0001 |
| Additional items that differentiate MLD vs. non-MLD | ||||
| Counting 5 items correctly | 17.4 | 2.7 | 10.74 | 0.001 |
| Count 10 items correctly | 4.4 | 0.0 | 8.13 | =0.004 |
| Count backward from 10 | 65.2 | 19.9 | 22.50 | <0.0001 |
| Cardinality (up to 5 items) | 21.7 | 3.2 | 14.07 | <0.0001 |
| Counting 10 from a set of 25 | 17.4 | 0.005 | 24.89 | <0.0001 |
| Number line concepts (one-digit numbers) | 61.1 | 23.0 | 12.29 | <0.0001 |
| Additional items that do not differentiate MLD vs. non-MLD | ||||
| Counting items aloud, ≤5 | 0.0 | 0.01 | 0.12 | 0.72 |
| Understands “more” | 0.0 | 1.6 | 0.38 | 0.54 |
Note. MLD = math learning disability.