The effects of math learning disabilities are widespread and often seriously problematic. Common among the diverse manifestations of math learning disabilities is lack of fluency with the basic number facts of addition, subtraction, multiplication, and division. Insights from both cognitive psychology and LD intervention research are gathered here to shape teachers' understanding of the processes by which number fact fluency develops. For many students with learning disabilities, current methods of seatwork drill are wholly inadequate and possibly even counterproductive. Discussion includes assessment guidelines and specific teaching considerations for increasing number fact fluency in students with learning disabilities.
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