Arithmetic fact mastery in young children: a longitudinal investigation.
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An open trial assessment of "The Number Race", an adaptive computer game for remediation of dyscalculiaBrain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia.Neuroanatomical correlates of developmental dyscalculia: combined evidence from morphometry and tractography.Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory Analysis.The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics DifficultiesMathematical Disabilities: Reflections on Cognitive, Neuropsychological, and Genetic ComponentsRemediating Computational Deficits at Third Grade: A Randomized Field Trial.Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.Arithmetic processing in children with spina bifida: Calculation accuracy, strategy use, and fact retrieval fluency.Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children.Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability.Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders.Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematicsA Framework for Remediating Number Combination Deficits.School based working memory training: Preliminary finding of improvement in children's mathematical performanceFact retrieval deficits in low achieving children and children with mathematical learning disability.What difference does a year of schooling make? Maturation of brain response and connectivity between 2nd and 3rd grades during arithmetic problem solving.Cognitive mechanisms underlying achievement deficits in children with mathematical learning disabilityDevelopment of number line representations in children with mathematical learning disability.An evolutionary perspective on learning disability in mathematicsSymbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading.The early prevention of mathematics difficulty: its power and limitationsMath anxiety in second and third graders and its relation to mathematics achievement.Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systemsA Kindergarten Number-Sense Intervention With Contrasting Practice Conditions for Low-Achieving Children.Early identification and intervention for students with mathematics difficulties.Development of common neural representations for distinct numerical problems.Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk StudentsMathematical Cognition Deficits in Children With Learning Disabilities and Persistent Low Achievement: A Five-Year Prospective Study.Aberrant spatiotemporal activation profiles associated with math difficulties in children: a magnetic source imaging study.Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem SolvingUntangling the Contribution of the Subcomponents of Working Memory to Mathematical Proficiency as Measured by the National Tests: A Study among Swedish Third GradersAberrant functional activation in school age children at-risk for mathematical disability: a functional imaging study of simple arithmetic skill.Predicting Mathematical Achievement and Mathematical Learning Disability With a Simple Screening Tool: The Number Sets Test.Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial.Intervention effects for students with comorbid forms of learning disability: understanding the needs of nonresponders.Early math matters: kindergarten number competence and later mathematics outcomes.Using kindergarten number sense to predict calculation fluency in second gradePrivate speech use in arithmetical calculation: relationship with phonological memory skills in children with and without mathematical difficulties.
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Arithmetic fact mastery in young children: a longitudinal investigation.
description
article científic
@ca
article scientifique
@fr
articolo scientifico
@it
artigo científico
@pt
bilimsel makale
@tr
scientific article published on June 2003
@en
vedecký článok
@sk
vetenskaplig artikel
@sv
videnskabelig artikel
@da
vědecký článek
@cs
name
Arithmetic fact mastery in young children: a longitudinal investigation.
@en
Arithmetic fact mastery in young children: a longitudinal investigation.
@nl
type
label
Arithmetic fact mastery in young children: a longitudinal investigation.
@en
Arithmetic fact mastery in young children: a longitudinal investigation.
@nl
prefLabel
Arithmetic fact mastery in young children: a longitudinal investigation.
@en
Arithmetic fact mastery in young children: a longitudinal investigation.
@nl
P2093
P2860
P1476
Arithmetic fact mastery in young children: a longitudinal investigation.
@en
P2093
David Kaplan
Laurie B Hanich
Nancy C Jordan
P2860
P304
P356
10.1016/S0022-0965(03)00032-8
P577
2003-06-01T00:00:00Z