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Journal of Learning Disabilities
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Computational Skills, Working Memory, and Conceptual Knowledge in Older Children With Mathematics Learning Disabilities

Donald J. Mabbott

University of Toronto, Ontario

Jeffrey Bisanz

University of Alberta

Knowledge and skill in multiplication were investigated for late elementary-grade students with mathematics learning disabilities (MLD), typically achieving age-matched peers, low-achieving age-matched peers, and ability-matched peers by examining multiple measures of computational skill, working memory, and conceptual knowledge. Poor multiplication fact mastery and calculation fluency and general working memory discriminated children with MLD from typically achieving age-matched peers. Furthermore, children with MLD were slower in executing backup procedures than typically achieving age-matched peers. The performance of children with MLD on multiple measures of multiplication skill and knowledge was most similar to that of ability-matched younger children. MLD may be due to difficulties in computational skills and working memory. Implications for the diagnosis and remediation of MLD are discussed.

Key Words: mathematics learning disabilities • multiplication • computational skill • conceptual understanding • dyscalculia • working memory

Journal of Learning Disabilities, Vol. 41, No. 1, 15-28 (2008)
DOI: 10.1177/0022219407311003
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 J Learn DisabilHome page
K. Raghubar, P. Cirino, M. Barnes, L. Ewing-Cobbs, J. Fletcher, and L. Fuchs
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J Learn Disabil, July 1, 2009; 42(4): 356 - 371.
[Abstract] [PDF]