The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…

The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for…

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems…

The purpose of this study was to examine the cognitive correlates of RD-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word…