Deficits in basic numerical processing have been identified as a central and potentially causal problem in developmental dyscalculia; however, so far not much is known about the typical and atypical development of such skills. This study assessed basic number skills cross-sectionally in 262 typically developing and 51 dyscalculic children in…

This study contrasted development of processing speed in 122 children between 7.5 and 11.8 years with learning disabilities and that of 206 nondisabled controls. No differences were found in relation to age in processing speed development in the two groups. Findings suggest that underlying etiologies for the normal developmental change in…

Compared performance of children with autism, with learning disabilities, and normally developing 4-year-olds on reasoning problems with and without instruction to use imagery. Found that instruction to use imagery led to persistent logical performance. Children with autism displayed a distinctive response pattern, performing around chance levels,…

Examined study time and recall on the part of learning-disabled and nondisabled children of five ages. Children performed a task requiring recall of digits that were presented at the child's own rate. Recall and study time increased with age and were higher in nondisabled children. (SH)

This study explored relationship between working memory (WM) and mathematical problem solving, comparing children with learning disabilities (LD) to chronologically age-matched and younger achievement-matched children on measures of WM, phonological processing, problem-solving, and word problem-solving accuracy. Found support for notion that…

Compared reading and mathematics competencies of children with poor arithmetic fact mastery at the end of third grade to those of grade-level peers with good arithmetic fact mastery. Found that children with poor fact mastery showed little growth on timed number facts across second and third grades, despite normal growth in other mathematics…

Examined heritability of reading deficits in dyslexic subtypes. Found reading deficits were heritable in developmental phonological and surface dyslexics, with greater genetic contribution in the former. Findings suggest a partial independence in the development of cognitive processes involved in reading, and affirm accounts of surface dyslexia…

Compared performance of first and second graders with normal intelligence but with learning disabilities (LD) in mathematics, reading, or both and children with variable achievement test performance to that of academically normal peers on experimental and psychometric tasks. Found that LD groups showed specific cognitive deficit patterns; children…