The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e., responsiveness to intervention, or RTI) in which at-risk students participate in general classroom…

The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and prealgebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other…

The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for…

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems…

Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also…