The mathematical achievement of youth with learning disabilities, attention deficit disorders, and attention-deficit hyperactive disorders is lower than that of their peers. Cognitive ability (including memory) and reading contribute to the comprehension skills needed to eliminate extraneous information, handle multiple operations, and transform verbal information within problems. Further, slow computation affects problem solving by increasing attentional load. Through our work and a review of other studies, we have documented that when IQ and reading are controlled, “true” math deficits are specific to mathematical concepts and problem types. Implications for instruction are drawn from learner characteristics as these interact with the current mathematics curriculum.
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