Arnold, D.H., Fisher, P., Doctoroff, G., & Dobbs, J. (2002). Accelerating math development in Head Start classrooms . Journal of Educational Psychology, 94, 762— 770.
2.
Askew, M., Bibby, M., & Brown, M. (2001). Raising attainment in primary number sense: From counting to strategy. London: Beam Education.
3.
Baroody, A.J., & Ginsburg, H.P. (1986). The relationship between initial meaningful and mechanical knowledge of arithmetic. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 75—112). Hillsdale, NJ: Erlbaum.
4.
Briars, D., & Siegler, R.S. (1984). A featural analysis of preschoolers' counting knowledge. Developmental Psychology, 20, 607— 618.
5.
Brownell, W.A. (1929). Remedial cases in arithmetic. Peabody Journal of Education, 7, 100—107.
6.
Brownell, W.A., & Watson, B. (1936). The comparative worth of two diagnostic techniques in arithmetic. The Journal of Educational Research, 29, 664—676.
7.
Bryant, D.P., Bryant, B.R., & Hammill, D.D. (2000). Characteristic behaviors of students with learning disabilities who have teacher-defined math weaknesses. Journal of Learning Disabilities, 33, 168— 179.
8.
Buswell, G.T., & John, L. (1926) Diagnostic studies in arithmetic. Supplementary Educational Monographs, 30. Chicago: University of Chicago Press.
9.
Butterworth, B. (1999). The mathematical brain. London : Macmillan.
10.
Butterworth, B. (2002, September 12—13). Screening for dyscalculia: A new approach. Paper presented at Conference on Mathematical Difficulties: Psychology, Neuroscience and Interventions, Oxford.
11.
Butterworth, B. (in press).Developmental dyscalculia. In J. I. D. Campbell (Ed.), The handbook of mathematical cognition. Hove, UK: Psychology Press.
12.
Cowan, R., Dowker, A., Christakis, A., & Bailey, S. (1996). Even more precisely assessing children's understanding of the order irrelevance principle. Journal of Experimental Child Psychology, 62, 84—101.
13.
Cumming, J.J., & Elkins, J. (1999). Lack of automaticity in the basic addition facts as a characteristic of arithmetic learning problems and instructional needs. MathematicalCognition, 5, 149—180.
14.
Davenport, P., & Howe, C. (1999). Conceptual gain and successful problem-solving in primary school mathematics. Educational Studies, 25, 55—78.
15.
Dehaene, S. (1997). The number sense. London: Macmillan.
16.
Delazer, M. (2003). Neuropsychological findings on conceptual knowledge of arithmetic. In A. Baroody & A. Dowker (Eds.), The development of arithmetical concepts and skills (pp. 385—407). Mahwah, NJ: Erlbaum.
17.
Desoete, A., Roeyers, H., & De Clercq, A. (2004). Children with mathematics learning disabilities in Belgium. Journal of Learning Disabilities, 37, 32—41.
18.
Department for Education and Skills. (2003 ). Supporting children with gaps in their mathematical understanding . London: DfES (ref. no. DfES 1168—2005/y)
19.
Dowker, A.D. (1998). Individual differences in arithmetical development . In C. Donlan (Ed.), The development of mathematical skills (pp. 275-302). London: Taylor and Francis.
20.
Dowker, A.D. (2001). Numeracy recovery: A pilot scheme for early intervention with young children with numeracy difficulties. Support for Learning, 16, 6—10.
21.
Dowker, A.D. (2003). Interventions in numeracy: Individualized approaches . In I. Thompson (Ed.), Enhancing primary mathematics teaching (pp. 127—138). Maidenhead , UK: Open University Press.
22.
Dowker, A.D. (2004). Children with difficulties in mathematics: What works?London: DfES.
23.
Dowker, A.D. (in press). Individual differences in arithmetic: Implications for psychology, neuroscience and education. Hove, UK: Psychology Press.
24.
Fluck, M., & Henderson, L. (1996). Counting and cardinality in English nursery pupils. TheBritish Journal of Educational Psychology, 66, 501—517.
25.
Freeman, N., Antonucci, C., & Lewis, C. (2000). Representation of the cardinality principle: Early conception of error in a counterfactual test. Cognition, 74, 71—89.
26.
Fuson, K. (1988). Children's counting and concepts of number. New York: Springer Verlag.
27.
Geary, D.C., & Brown, S.C. (1991). Cognitive addition strategy choice and speed at processing gifted, normal, and mathematically disabled children. Developmental Psychology, 27, 398—406.
28.
Gelman, R., & Gallistel, R. (1978). The child's understanding of number. Cambridge, MA: Harvard University Press.
29.
Ginsburg, H.P. (1977). Children's arithmetic: How they learn it and how you teach it. New York: Teachers' College Press.
30.
Ginsburg, H.P. (1997). Entering the child's mind: The clinical interview in psychological research and practice. New York: Cambridge University Press.
31.
Ginsburg, H.P., & Baroody, A.J. (1994). Test of early mathematical ability (2nd ed.). Austin, TX: PRO-ED.
32.
Ginsburg, H.P., Balfanz, R., & Greenes, C. (1999). Challenging mathematics for young children. In A. Costa (Ed.) Teaching for intelligence, II: A collection of articles (pp. 245—258). Arlington Heights, IL: Skylight.
33.
Greene, C.E., & Buswell, C.T. (1930). Testing, diagnosis, and remedial work in arithmetic . Yearbook of the National Society for the Study of Education , 1930, Part 1, 269—319.
34.
Greenes, C., Ginsburg, H.P., & Balfanz, R. (2004). Big math for little kids. Early Childhood Research Quarterly, 19, 159—166.
35.
Griffin, S., Case, R., & Siegler, R. (1994). Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure . In K. McGilly (Ed.), Classroom learning: Integrating cognitive theory and classroom practice (pp. 25—49). Boston: MIT Press.
36.
Jordan, N.C., & Hanich, L.B. (2000). Mathematical thinking in second grade children with different forms of LD. Journal of Learning Disabilities , 33, 567—578.
37.
Jordan, N.C., & Montani, T.O. (1997). Cognitive arithmetic and problem solving: A comparison of children with specific and general mathematical difficulties. Journal of Learning Disabilities, 28, 624—634.
38.
Jordan, N.C., Hanich, L.B., & Kaplan, D. (2003). Arithmetic fact mastery in young children: A longitudinal investigation. Journal of Experimental Child Psychology, 85, 103—119.
39.
Kaufmann, L., Pohl, R., Semenza, C., & Delazer, M. (2003). About the effectiveness of a specific numeracy program in kindergarten children: A pilot study. Journal of Learning Disabilities, 36, 564—573.
40.
Kosc, L. (1974). Developmental dyscalculia. Journal of Learning Disabilities, 7, 165—171.
41.
Kroesbergen, E., & Van Luit, J. (2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and Special Education , 24, 97—114.
42.
Macaruso, P., & Sokol, S.M. (1998). Cognitive neuropsychology and developmental dyscalculia . In C. Donlan (ed). The development of mathematical skills (pp. 201— 225). Hove, UK: Psychology Press.
43.
Miles, T.R., Haslum, M.N., & Wheeler, T.J. (2001). The mathematical abilities of dyslexic 10-year-olds . Annals of Dyslexia, 51, 299—321.
44.
Ostad, S.A. (1997). Developmental differences in addition strategies: A comparison of mathematically disabled and mathematically normal children. TheBritish Journal of Educational Psychology, 67, 345— 357.
45.
Ostad, S. (1998). Developmental differences in solving simple arithmetic problems and simple number fact problems: A comparison of mathematically normal and mathematically disabled children. MathematicalCognition , 4, 1—19.
46.
Rittle-Johnson, B., & Siegler, R.S. (1998). The relationship between conceptual and procedural knowledge in the learning of mathematics: A review of the literature. In C. Donlan (Ed.), The development of mathematical skills (pp. 75—110). Hove, UK: Psychology Press.
47.
Roberts, R. (2001). Peep voices: A five-year diary. Supporting early learning at home. Oxford: PEEP.
48.
Russell, R., & Ginsburg, H.P. (1984). Cognitive analysis of children's mathematical difficulties. Cognition and Instruction, 1, 217—244.
49.
Starkey, P., & Klein, A. (2000). Fostering parental support for children's mathematical development: An intervention with Head Start. Early Education and Development, 11, 659—680.
50.
Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children's mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19, 82—98.
51.
Temple, C.M. (1991). Procedural dyscalculia and number fact dyscalculia: Double dissociation in developmental dyscalculia. Cognitive Neuropsychology, 8, 155—176.
52.
Tilton, J.W. (1947). Individualized and meaningful instruction in arithmetic . Journal of Educational Psychology, 38, 83—88.
53.
Tymms, P. (1999). Baseline assessment, value-added and the prediction of reading. Journal of Research in Reading, 22, 27— 36.
54.
Van de Rijt, B., & Van Luit, J. (1998). Effectiveness of the Additional Early Mathematics program for teaching children early mathematics. Instructional Science, 26, 337—358.
55.
Van Luit, J., & Schopman , E. (2000). Improving early numeracy of young children with special educational needs . Remedial and Special Education, 21, 27—40.
56.
Weaver, J. (1954). Differentiated instruction in arithmetic: An overview and a promising trend. Education, 74, 300—305.
57.
Williams, C., & Whitaker, R.L. (1937). Diagnosis of arithmetical difficulties. Elementary School Journal, 37, 592—600.
58.
Wright, R., Martland, J., & Stafford, A. (2000) Early numeracy: Assessment for teaching and intervention , London: Chapman.
59.
Wright, R., Martland, J., Stafford, A., & Stanger, G. (2002) Teaching number: Advancing children's skills and strategies. London: Chapman.
60.
Wynn, K. (1990). Children's understanding of counting. Cognition, 36, 155—193.
61.
Yeo, D. (2003). Dyslexia, dyspraxia and mathematics. London: Whurr.
62.
Young-Loveridge, J. (2004). Effects on early numeracy of a program using number books and games. Early Childhood Research Quarterly, 19, 82—98.
