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Direct linkFuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L. – Learning and Individual Differences, 2010
The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty)…
Descriptors: Mathematics Skills, Tutoring, Numeracy, Numbers
Meyer, M. L.; Salimpoor, V. N.; Wu, S. S.; Geary, D. C.; Menon, V. – Learning and Individual Differences, 2010
The contribution of the three core components of working memory (WM) to the development of mathematical skills in young children is poorly understood. The relation between specific WM components and Numerical Operations, which emphasize computation and fact retrieval, and Mathematical Reasoning, which emphasizes verbal problem solving abilities in…
Descriptors: Mathematics Achievement, Short Term Memory, Mathematics Skills, Grade 3
Mayes, Susan Dickerson; Calhoun, Susan L.; Bixler, Edward O.; Zimmerman, Dennis N. – Learning and Individual Differences, 2009
Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span…
Descriptors: Elementary School Students, Hyperactivity, Verbal Learning, Attention Deficit Disorders
