The main purpose of this study was to validate the curriculum-based measure "Indicadores de Progreso de Aprendizaje en Matemáticas" (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM…

Numbers may be manipulated and represented mentally over a compressible number line oriented from left to right. According to numerous studies, one of the primary reasons for dyscalculia is related to improper understanding of the mental number line. Children with dyscalculia usually show difficulty when they have to place Arabic numbers on a…

Although approximately 5-8% of students have a mathematical learning disability (MLD), researchers have yet to develop a consensus operational definition. To examine how MLD has been identified and what mathematics topics have been explored, the authors conducted a systematic review of 165 studies on MLD published between 1974 and 2013. To move…

The purpose of this pilot study was to explore the impact of mathematics and reading learning difficulties on the mathematics-vocabulary understanding of fifth-grade students. Students (n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and…

It has been hypothesized that developmental dyscalculia (DD) is either due to a defect of the approximate number system (ANS) or to an impaired access between that system and symbolic numbers. Several studies have tested these two hypotheses in children with DD but none has dealt with adults who had experienced DD as children. This study aimed to…

The Cattell-Horn-Carroll (CHC) factors of the Woodcock-Johnson (WJ) Arabic Tests of Cognitive Abilities were studied with a group of students at risk of Math Disability (MD) (n50) and average students (n50) between second and fourth grades. Specifically, several statistical analyses were conducted using the seven CHC factors identified by the WJ…

The Cross-Battery Assessment (XBA) approach to identifying a specific learning disorder (SLD) is based on the postulate that deficits in cognitive abilities in the presence of otherwise average general intelligence are causally related to academic achievement weaknesses. To examine this postulate, we conducted a classification agreement analysis…

Background: Developmental dyscalculia is a heterogeneous disorder with largely dissociable performance profiles. Though our current understanding of the neurofunctional foundations of (adult) numerical cognition has increased considerably during the past two decades, there are still many unanswered questions regarding the developmental pathways of…

Twenty-two seventh and eighth grade students poor in mathematical computation but with average reading comprehension (low math group) were compared with two matched groups: low reading group and no difference group. It was concluded that children with a disability in mathematical computation may be at risk for impulsive and possibly antisocial…

The relationship between verbal and visual-spatial working memory and mathematical computation skill was examined in 98 children and adults with and without mathematical disabilities. A hierarchical regression analysis, when partialing for reading ability, age, and gender influences, showed mathematical computation was better predicted by verbal…

A study examined the effects of combining curriculum-based measurement in mathematics computation with teachers' self-monitoring of instructional changes on academic progress of 54 elementary students with learning disabilities and mild mental disabilities. The combination of curriculum-based measurement and self-monitoring resulted in…

This publication, the sixth of seven booklets intended for adult education teachers of students with learning disabilities, reviews assessment and remediation considerations in mathematics. Observation of math disabilities is discussed in terms of social and general academic environment, calculation activities, quantitative concepts, and applied…

Over a 10-month period, normal children showed an increased reliance on memory retrieval and a decreased reliance on counting when they solved addition problems. There was an increase in speed of counting and of retrieving addition facts from long-term memory. Children with a mathematical learning disability showed no change in problem-solving…