A phonics lesson with a learning disabled adult is analyzed to illustrate the author's contention that learning and learning dysfunctions cannot be explained primarily in cognitive terms which seek to reduce complex social-psychological interactions to narrow mental explanations. (CL)

The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for…