This study examined the extent to which cognitive ability index scores predicted multidisciplinary teams' (MDT) SLD identification within a response-to-intervention (RtI) method after accounting for RtI slope and norm-referenced achievement scores. Results showed that four achievement composite scores (i.e., basic reading, reading comprehension,…

The student's criterion for being diagnosed with MLD (Mathematics Learning Disabilities) can be classified as low arithmetic skills and poor working memory. The goal of this research is to understand students' process of thinking through the Polya stages when tackling arithmetic problems, as it has been expounded by Dr. Polya For students who have…

This archival data study examined the relations between cognitive abilities and math reasoning for Hispanic English learner (EL) students in grades 1 through 5 with an identified learning disability. The 295 student participants were referred for an initial psycho-educational Spanish or English evaluation due to academic concerns by their school…

This qualitative single exploratory case study explored instructional practices of third, fourth, and fifth grade teachers to explore how Florida students with learning disabilities at the elementary school level perform on statewide mathematics assessments of learning following both cognitive and metacognitive skills development. Theoretical…

The purpose of this study was to synthesize the findings from 23 articles that compared the mathematical and cognitive performances of students with mathematics learning disabilities (LD) to (a) students with LD in mathematics and reading, (b) age- or grade-matched students with no LD, and (c) mathematical-ability-matched younger students with no…

Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods…

The purpose of this study was to compare subgroups of students with various forms of learning difficulties (< 25th percentile) on cognitive and mathematics characteristics. Students with mathematics difficulty (MD, n = 105), reading difficulty (RD, n = 65), both (MDRD, n = 87), or neither (NoLD, n = 403) were evaluated on an array of cognitive…

Deaf Children usually achieve lower scores on numerical tasks than normally hearing peers. Explanations for mathematical disabilities in hearing children are based on quantity representation deficits (Geary, 1994) or on deficits in accessing these representations (Rousselle & Noël, 2008). The present study aimed to verify, by means of symbolic…

This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…

Dot enumeration (DE) and number comparison (NC) abilities are considered markers of core number competence. Differences in DE/NC reaction time (RT) signatures are thought to distinguish between typical and atypical number development. Whether a child's DE and NC signatures change or remain stable over time, relative to other developmental…

The Program for the International Assessment of Adult Competencies (PIAAC) is a cyclical, large scale study of adult skills and life experience focusing on education and employment that was developed and organized by the Organization for Economic Cooperation and Development (OECD). In the United States, the study was conducted in 2011-12 with a…

Current assessment practices in the United States are not able to accurately capture the total linguistic, cognitive, and achievement abilities of bilingual learners. There are psychometric complexities involved when assessing and interpreting test results of bilingual students, which impact the validity of this practice. Further, the compromise…

This article synthesizes some of the published literature that selectively compares the cognitive functioning of children with math disabilities (MDs) with average-achieving children and poor readers (children with reading disabilities [RDs] or comorbid disabilities [RDs + MDs]). All studies in the synthesis report reading, IQ, and math scores for…

Background: There is increasing interest in applying neuroscience findings to topics in education. Purpose: This application requires a proper conceptualization of the relation between cognition and brain function. This paper considers two such conceptualizations. The area focus understands each cognitive competency as the product of one (and only…

In this study, children (ages 7-12) of average intelligence who had learning disabilities (LD) (n=29) and typical children (n=30) were individually tested in a task that investigated the development of proportional structures of thought. In addition, mathematical knowledge was assessed on the Woodcock-Johnson Tests of Achievement-Revised (WJTA-R).…