This study investigated whether specific academic deficits were associated with attention-deficit disorder subtypes (with or without hyperactivity) with 40 elementary students. Results support the hypothesis that inattention exerts a specific and deleterious effect on the acquisition of arithmetic-computation skills. Implications for ADHD…

This study evaluated the effectiveness of the constant time delay procedure, while comparing the efficiency of using teacher-selected and student-selected material prompts, in teaching multiplication facts to 4 male students with learning disabilities (ages 9 to 13). Results indicated that the time delay procedure was most efficient when students…

In this study, six elementary grade children with developmental dyscalculia were trained individually and in small group settings with a one-semester program stressing basic numerical knowledge and conceptual knowledge. All the children showed considerable and partly significant performance increases on all calculation components. Results suggest…

Children (N=20, age 9-12) with severe dyslexia were slower in counting from memory and naming alternating digits and letters than children with milder reading impairment. The children most disabled also had poorer phonological sensitivity, shorter digit spans, and lower verbal intelligence quotients. (Author/DB)

This study demonstrated the effectiveness and efficiency of a constant time delay procedure (four seconds) to teach five elementary students with learning disabilities multiplication facts. Learning generalized to a paper-and-pencil task, to a different presentation orientation, and to reverse facts. (DB)