Computer-assisted intervention for children with low numeracy skills

Cognitive Development

Volumn 24, Issue 4, 2009, Pages 450-472

  Räsänen, Pekka ^a   Salminen, Jonna ^a   Wilson, Anna J ^b   Aunio, Pirjo ^a   Dehaene, Stanislas ^c  

^a Niilo Maki Instituutti   (Finland)

^b UNIVERSITY OF AUCKLAND   (New Zealand)

^c Cognitive Neuroimaging Unit ^*  (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 71549119804     PISSN: 08852014     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.cogdev.2009.09.003     Document Type: Article

References (164)

1. Ahonen T., Tuovinen S., and Leppäsaari T. Nopean sarjallisen nimeämisen testi (2006), Niilo Mäki -instituutti, Jyväskylä
2. Alloway T.P., Gathercole S.E., and Pickering S.J. Verbal and visuospatial short-term and working memory in children: Are they separable?. Child Development 77 6 (2006) 1698-1716
3. Andersson U., and Lyxell B. Working memory deficit in children with mathematical difficulties: A general or specific deficit?. Journal of Experimental Child Psychology 96 (2007) 197-228
4. Ansari D. Effects of development and enculturation on number representation in the brain. Nature Reviews. Neuroscience 9 4 (2008) 278-291
5. Ansari D., Garcia N., Lucas E., Hamon K., and Dhital B. Neural correlates of symbolic number processing in children and adults. Neuroreport 16 16 (2005) 1769-1773
6. Anselmo S., and Zinck R. Computers for young children? Perhaps. Young Children (1987) 22-27
7. Aubrey C., and Godfrey R. The Development Of Children's Early Numeracy Through Key Stage 1. British Educational Research Journal 29 6 (2003) 821-840
8. Aubrey C., Dahl S., and Godfrey R. Early mathematics development and later achievement: Further evidence. Mathematics Education Research Journal 18 1 (2006) 27-46
9. Aunola K., Leskinen E., Lerkkanen M.-K., and Nurmi J.-E. Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology 96 4 (2004) 699-713
10. Aunola, K., & Räsänen, P. (2007). The 3-minutes Basic Arithmetic Test. Unpublished.
11. Azevedo R., and Bernard R. Assessing the eects of feedback in computer-assisted learning. British Journal of Educational Technology 26 1 (1995) 57-58
12. Baxter J.A., Woodward J., and Olson D. Effects of reform-based mathematics instruction in five third grade classrooms. Elementary School Journal 101 5 (2001) 529-548
13. Benjamin L.T. A history of teaching machines. American Psychologist 43 9 (1988) 703-712
14. Berch D.B. Making sense of number sense: Implications for children with mathematical disabilities. Journal of Learning Disabilities 38 4 (2005) 333-339
15. Berch D.B., Krikorian R., and Huha E.M. The Corsi block-tapping task: methodological and theoretical considerations. Brain and Cognition 38 3 (1998) 317-338
16. Booth R.D.L., and Thomas M.O.J. Visualization in mathematics learning: Arithmetic problem-solving and student difficulties. Journal of Mathematical Behavior 18 2 (2000) 169-190
17. Brown D.L., and Presmeg N.C. Types of imagery used by elementary and secondary school students in mathematical reasoning. Paper presented at the Proceedings of the 17th Annual Meeting of the International Group for the Psychology of Mathematics Education. Tsukuba, Japan (1993)
18. Buckleitner W.W., and Hohmann C.F. Technological priorities in the education of young children. Childhood Education 63 (1987) 337-340
19. Bull R., Johnston R.S., and Roy J.A. Exploring the roles of the visuo-spatial sketch pad and central executive in children's arithmetical skills: Views from cognition and developmental neuropsychology. Developmental Neuropsychology 15 3 (1999) 421-442
20. Bull R., and Scerif G. Executive functioning as a predictor of children's mathematics ability: inhibition, switching and working memory. Developmental Neuropsychology 19 3 (2001) 273-293
21. Burns P. A quantitative synthesis of research findings relative to the pedagogical effectiveness of computer- assisted instruction in elementary and secondary schools. Dissertation Abstracts International 42 (1981) 2946A
22. Butterworth B. The Mathematical Brain (1999), Macmillan
23. Butterworth B. The development of arithmetical abilities. Journal of Child Psychology and Psychiatry 46 1 (2005) 3-18
24. Cantlon J.F., and Brannon E.M. Semantic congruity affects numerical judgments similarly in monkeys and humans. Proceedings of the National Academy of Sciences of the United States of America 102 45 (2005) 16507-16511
25. Cantlon J.F., and Brannon E.M. Shared system for ordering small and large numbers in monkeys and humans. Psychological Science: A Journal of the American Psychological Society/APS 17 5 (2006) 401-406
26. Cantlon J.F., Brannon E.M., Carter E.J., and Pelphrey K.A. Functional imaging of numerical processing in adults and 4-y-old children. PLoS Biology 4 5 (2006) e125
27. Carey S. On the origin of concepts (2004), Daedulus
28. Cawley J., Parmar R., Foley T.E., Salmon S., and Roy S. Arithmetic performance of students: Implications for standards and programming. Exceptional Children 67 3 (2001) 311-328
29. Cawley J., Parmar R., Yan W., and Miller J.H. Arithmetic computation performance of students with special needs: Implications for curriculum. Special Needs Research & Practice 13 2 (1998) 68-74
30. Chard D., Clarke B., Baker S., Otterstedt J., Braun D., and Katz R. Using measures of number sense to screen for difficulties in mathematics: Preliminary findings. Assessment for Effective Intervention 30 (2005) 3-14
31. Christakis D.A., Ebel B.E., Rivara F.P., and Zimmerman F.J. Television, video, and computer game usage in children under 11 years of age. The Journal of Pediatrics 145 5 (2004) 652-656
32. Christensen C.A., and Gerber M.M. Effectiveness of computerized drill and practice games in teaching basic math facts. Exceptionality 1 (1990) 149-165
33. Clark R.E. Reconsidering research on learning from media. Review of Educational Research 53 4 (1983) 445-459
34. Clarke B., and Shinn M. A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review 33 (2004) 234-248
35. Clements D.H. Effects of logo and CAI environments on cognition and creativity. Journal of Educational Psychology 78 4 (1986) 309-318
36. Clements D.H. The uniqueness of the computer as a learning tool: insights from research and practice. In: Wright J.L., and Shade D.D. (Eds). Young children: Active learners in a technological age (1994), National Association for the Education of Young Children, Washington, DC 31-49
37. Clements D.H., and Gullo D.F. Effects of computer programming on young children's cognition. Journal of Educational Psychology 76 (1984) 1051-1058
38. Clements D.H., and Nastasi B.K. Electronic media and early childhood education. In: Spodek B. (Ed). Handbook of Research on the Education of Young Children (1993), Macmillan, New York 251-275
39. Claessens A., Duncan G., and Engel M. Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review 28 4 (2009) 415-427
40. Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. (1988), Lawrence Earlbaum Associates, Hillsdale, NJ
41. Cohen Kadosh R., Lammertyn J., and Izard V. Are numbers special? An overview of chronometric, neuroimaging, developmental and comparative studies of magnitude representation. Progress in Neurobiology 84 2 (2008) 132-147
42. Conway A.R., Kane M.J., and Engle R.W. Working memory capacity and its relation to general intelligence. Trends in Cognitive Sciences 7 12 (2003) 547-552
43. Corsi, P.M. (1972). Human memory and the medial temporal region of the brain. Unpublished doctoral dissertation. Montreal, Canada: McGill University.
44. Cumming J.J., and Elkins J. Lack of automaticity in the basic addition facts as a characteristic of arithmetic learning problems and instructional needs. Mathematical Cognition 5 2 (1999) 149-180
45. Dehaene S. Origins of mathematical intuitions: The case of arithmetic. Annals of the New York Academy of Sciences 1156 (2009) 232-259
46. Dehaene S., Piazza M., Pinel P., and Cohen L. Three parietal circuits for number processing. Cognitive Neuropsychology 20 3-6 (2003) 487-506
47. Dempsey J.V., Rasmussen K., and Lucassen B. Instructional gaming: Implications for instructional technology. Paper presented at the Annual Meeting of the Association for Educational Communications and Technology. Nashville, TN (1996)
48. Denckla M.B., and Rudel R. Rapid "Automatized" naming of pictured objects, colors, letters and numbers by normal children. Cortex 10 2 (1974) 186-202
49. De Smedt B., Verschaffel L., and Ghesquiere P. The predictive value of numerical magnitude comparison for individual differences in mathematics achievement. Journal of Experimental Child Psychology 103 4 (2009) 469-479
50. Desoete A., and Grégoire J. Numerical competence in young children and in children with mathematics learning disabilities. Learning and Individual Differences 16 (2006) 351-367
51. Desoete A., Ceullemans A., Royers H., and Huylebroek A. Subitizing or counting as possible screening variables for learning disabilities in mathematics education or learning?. Educational Research Review 4 (2009) 55-66
52. Diester I., and Nieder A. Semantic associations between signs and numerical categories in the prefrontal cortex. PLoS Biology 5 11 (2007) e294
53. Din F., and Calao J. The eects of playing educational video games on kindergarten achievement. Child Study Journal 31 2 (2001) 95-102
54. Donlan C., Cowan R., Newton E., and Lloyd D. The role of language in mathematical development: evidence from children with specific language impairments. Cognition 103 (2007) 23-33
55. Dowker A. Individual differences in arithmetic. Implications for psychology, neuroscience and education (2005), Psychology Press, Hove, UK
56. Dowker A. Individual differences in numerical abilities in preschoolers. Developmental Science 11 (2008) 650-654
57. Duncan G.J., Dowsett C.J., Claessens A., Magnuson K., Huston A.C., Klebanov P., et al. School readiness and later achievement. Developmental Psychology 43 6 (2007) 1428-1446
58. Elliot A., and Hall N. The impact of self-regulatory teaching strategies on "at-risk" preschoolers' mathematical learning in a computer mediated environment. Journal of Computing in Childhood Education 8 (1997) 187-198
59. Farrell Pagulayan K., Busch R.M., Medina K.L., Bartok J.A., and Krikorian R. Developmental normative data for the corsi block-tapping task. Journal of Clinical and Experimental Neuropsychology 28 6 (2006) 1043-1052
60. Feigenson L., Dehaene S., and Spelke E. Core systems of number core systems of number. Trends in Cognitive Sciences 8 7 (2004) 307-314
61. Fitz-Gibbon C.T. The implications of meta-analysis for educational research. British Educational Research Journal 11 1 (1985) 45-49
62. Fletcher-Flinn C.M., and Gravatt B. The ecacy of computer assisted instruction (CAI): A meta-analysis. Journal of Educational and Computing Research 12 (1995) 219-242
63. Fuchs L.S., and Fuchs D. Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities. Journal of Special Needs 35 6 (2002) 564-574
64. Fuchs L.S., Fuchs D., Hamlet C.L., Powell S.R., Capizzi A.M., and Seethaler P.M. The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of Learning Disabilities 39 5 (2006) 467-475
65. Gathercole S.E., Willis C.S., Baddeley A.D., and Emslie H. The children's test of nonword repetition: A test of phonological working memory. Memory 2 (1994) 103-127
66. Gathercole S.E., Willis C.S., Emslie H., and Baddeley A. Phonological memory and vocabulary development in the early school years: A longitudinal study. Developmental Psychology 28 (1992) 887-898
67. Geary D.C. Reflections of evolution and culture in children's cognition: Implications for mathematical development and instruction. American Psychologist 50 1 (1995) 24-27
68. Geary D.C. Mathematics and learning disabilities. Journal of Learning Disabilities 37 1 (2004) 4-15
69. Geary D.C., Hoard M.K., Byrd-Craven J., and DeSoto M.C. Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology 88 2 (2004) 121-151
70. Geary D.C., Hamson C.O., and Hoard M.K. Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology 77 (2000) 236-263
71. Gelman R., and Gallistel C.R. The child's understanding of number (1978), Harvard University Press, Cambridge, MA
72. Gelman R., and Butterworth B. Number and language: how are they related?. Trends in Cognitive Sciences 9 1 (2005) 6-10
73. Gersten R., Jordan N.C., and Flojo J.R. Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities 38 4 (2005) 293-304
74. Glass G.V., McGaw B., and Smith M.L. Meta-analysis in social research (1981), Sage, Beverly Hills, CA
75. Goodwin L.D., Goodwin W.L., and Garel M.B. Use of microcomputers with preschoolers: A review of the literature. Early Childhood Research Quarterly 1 (1986) 269-286
76. Goodwin L.D., Goodwin W.L., Nansel A., and Helm C.P. Cognitive and affective effects of various types of microcomputer use by preschoolers. American Educational Research Journal 23 (1986) 348-356
77. Grover S.C. A field of the use of cognitive-developmental principles in microcomputer design for young children. Journal of Educational Research 79 (1986) 325-332
78. Hanich L.B., Jordan N.C., Kaplan D., and Dick J. Performance across different areas of mathematical cognition in children with learning difficulties. Journal of Educational Psychology 93 3 (2001) 615-626
79. Hannula M., Räsänen P., and Lehtinen E. Development of counting skills: Contributions from tendency to focus on numerosity and subitizing. Mathematical Teaching and Learning 9 1 (2007) 51-57
80. Halberda J., Mazzocco M.M., and Feigenson L. Individual differences in non-verbal number acuity correlate with maths achievement. Nature 455 7213 (2008) 665-668
81. Hartley S. Meta-analysis of the eects of individually paced instruction in mathematics. Dissertation Abstracts International 38 7-A (1978) 4003
82. Hasselbring T.S., Goin L.I., and Bransford J.D. Developing math automaticity in learning handicapped children: The role of computerized drill and practice. Focus on Exceptional Children 20 6 (1988) 1-7
83. Hayes D.S., Chemelski B.E., and Birnbaum D.W. Young children's incidental and intentional re- tention of televised events. Developmental Psychology 17 (1981) 230-232
84. Hedges L.V., and Olkin I. Statistical methods for meta-analysis (1985), Academic Press, Orlando, FL
85. Hegarty M., and Kozhevnikov M. Types of visual-spatial representations and mathematical problem solving. Journal of Educational Psychology 91 4 (1999) 684-689
86. Hegerty M., Mayer R.E., and Monk C.A. Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. Journal of Educational Psychology 87 1 (1995) 18-32
87. Howard J.R., Eatson J.A., Brinkley V.M., and Ingels-Young G. Comprehension monitoring, stylistic differences, pre-math knowledge, and transfer: a comprehensive pre-math/spatial development computer-assisted instruction (CAI) and Logo curriculum designed to test their effects. Journal of Educational Computer Research 11 (1994) 91-105
88. Hughes M., and Macleod H. Using LOGO with very young children. In: Lawler R.W. (Ed). Cognition and computers: Studies in learning (1986), Ellis Horwood, Chichester, NY
89. Hungate H. Computers in the kindergarten. The Computing Teacher 9 5 (1982) 15-18
90. Isaacs E.B., Edmonds C.J., Lucas A., and Gadian D.G. Calculation difficulties in children of very low birthweight: A neural correlate. Brain: A Journal of Neurology 124 9 (2001) 1701-1707
91. Bogoshi J., Naidoo K., and Webb J. The oldest mathematical artifact. The Mathematical Gazette 71 (1987) 294
92. Janssen R., De Boeck P., Viaene M., and Vallaeys L. Simple mental addition in children with and without mild mental retardation. Journal of Experimental Child Psychology 74 (1999) 261-281
93. Jordan N.C., and Hanich L.B. Characteristics of children with moderate mathematics deficiencies: A longitudinal perspective. Special Needs Research & Practice 18 4 (2003) 221-231
94. Jordan N.C., Hanich L.B., and Kaplan D. Arithmetic fact mastery in young children: A longitudinal investigation. Journal of Experimental Child Psychology 85 2 (2003) 103-119
95. Jordan N.C., Kaplan D., Locuniak M.N., and Ramineni C. Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research and Practice 22 1 (2007) 36-46
96. Jordan N.C., Kaplan D., Nabors Olah L., and Locuniak M.N. Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development 77 1 (2006) 153-175
97. Jordan N.C., Kaplan D., Ramineni C., and Locuniak M.N. Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology 45 3 (2009) 850-867
98. Khalili A., and Shashaani L. The eectiveness of computer applications: a meta-analysis. Journal of Research on Computing in Education 27 1 (1994) 48-61
99. Koontz K.L., and Berch D.B. Identifying simple numerical stimuli: Processing ineffi{ligature}ciencies exhibited arithmetic learning disabled children. Mathematical Cognition 2 (1996) 1-23
100. Koponen T., Mononen R., Rasanen P., and Ahonen T. Basic numeracy in children with specific language impairment: Heterogeneity and connections to language. Journal of Speech, Language, and Hearing Research: JSLHR 49 1 (2006) 58-73
101. Korkman M. Nepsy. Käsikirja II (2000), Psykologien kustannus Oy, Helsinki
102. Korkman M., Kirk U., and Kemp S. NEPSY. A developmental neuropsychological assessment manual (1998), The Psychological Corporation, San Antonio
103. Kraus W.H. Using a computer game to reinforce skills in addition basic facts in second grade. Journal for Research in Mathematics Education 12 (1981) 152-155
104. Kroesbergen E.H., and van Luit J.E.H. Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and Special Education 24 2 (2003) 97-114
105. Kucian K., Loenneker T., Dietrich T., Dosch M., Martin E., and von Aster M. Impaired neural networks for approximate calculation in dyscalculic children: A functional MRI study. Behavioral and Brain Functions 2 (2006) 31
106. Kulik J.A. Meta-analytic studies of findings on computer-based instruction. In: Baker E.L., and O'Neil H.F. (Eds). Technology assessment in education and training (1994), LEA Publishers, Hillsdale, NJ
107. Kulik C.-L., and Kulik J.A. Effectiveness of computer-based instruction: An updated analysis. Computers in Human Behavior 7 (1991) 75-94
108. Kyttälä M. Visuospatial working memory in adolescents with poor performance in mathematics: variation depending on reading skills. Educational Psychology 28 3 (2008) 273-289
109. Kyttälä, M., Aunio, P., & Hautamaki, J. (2009). Working memory resources in young children with mathematical difficulties. Scandinavian Journal of Psychology. doi:10.1111/j.1467-9450.2009.00736.x.
110. Kyttälä M., Aunio P., Lehto J.E., Van Luit J.E.H., and Hautamäki J. Visuospatial working memory and early numeracy. Educational and Child Psychology 20 (2003) 65-76
111. Kyttälä M., and Lehto J. Some factors underlying mathematical performance: The role of visuospatial working memory and non-verbal intelligence. European Journal of Psychology of Education XXII 1 (2008) 77-94
112. Landerl K., Bevan A., and Butterworth B. Developmental dyscalculia and basic numerical capacities: A study of 8-9-year-old students. Cognition 93 2 (2004) 99-125
113. Lavin R., and Sanders J. Longitudinal evaluation of the C/A/I computer assisted instruction Title 1 Project: 1979-1982 (1983), Merrimack Education Center, Chelmsford, MA
114. Lemer C., Dehaene S., Spelke E., and Cohen L. Approximate quantities and exact number words: Dissociable systems. Neuropsychologia 41 (2003) 1942-1958
115. Locuniak M., and Jordan N. Using Kindergarten Number Sense to Predict Calculation Fluency in Second Grade. Journal of Learning Disabilities 41 5 (2008) 451-459
116. Lucangeli D., Tressoldi P.E., and Cendron M. Cognitive and metacognitive abilities involved in the solution of mathematical word problems: Validation of a comprehensive model. Contemporary Educational Psychology 23 3 (1998) 257-275
117. Malofeeva, E. (2005). Meta-analysis of mathematics instruction with young children. Unpublished Dissertation, University of Notre Dame, Notre Dame, IN.
118. McCollister T.S., Burts D.C., Wright V.L., and Hildreth G.J. Effects of computer-assisted instruction and teacher-assisted instruction on arithmetic task achievement scores of kindergarten children. Journal of Educational Research 80 (1986) 121-125
119. McDermott P.A., and Watkins M.W. Computerized versus conventional remedial instruction for learning disabled students. Journal of Special Education 17 (1983) 81-88
120. McGaw B., and Glass G.V. Choice of the metric for effect size in meta-analysis. American Educational Research Journal 17 3 (1980) 325-337
121. McLean J.F., and Hitch G.J. Working memory impairments in children with specific arithmetic learning difficulties. Journal of Experimental Child Psychology 74 3 (1999) 240-260
122. Melhuish E.C., Sylva K., Sammons P., Siraj-Blatchford I., Taggart B., Phan M.B., et al. The early years. preschool influences on mathematics achievement. Science (New York, NY) 321 5893 (2008) 1161-1162
123. Molko N., Cachia A., Riviere D., Mangin J.F., Bruandet M., Le Bihan D., et al. Functional and structural alterations of the intraparietal sulcus in a developmental dyscalculia of genetic origin. Neuron 40 4 (2003) 847-858
124. Morrill C.S. Teaching machines: a review. Psychological Bulletin 58 (1961) 363-375
125. Mönkkönen, A., Richardson, U., Räsänen, P., Herrera Montes, A., Kujala, J., Brem, S., et al. (in preparation). Graphogame-Math: Using a computer game for training number skills in preschool aged children.
126. Moxley R., Warash B., Coffman G., Brinton K., and Concannon K. Writing development using computers in a class of three-year-olds. Journal of Computing in Childhood Education 8 2-3 (1997) 133-164
127. Mazzocco M.M.M., and Thompson R.E. Kindergarten predictors of math learning disability. Learning Disabilities Research and Practice 20 (2005) 142-155
128. Nieder A., and Miller E.K. Analog numerical representations in rhesus monkeys: Evidence for parallel processing. Journal of Cognitive Neuroscience 16 5 (2004) 889-901
129. Niemiec R.P., and Walberg H.J. Comparative effects of computer-assisted instruction: A synthesis of reviews. Journal of Educational Computing Research 3 (1987) 19-37
130. Niemiec R.P., and Walberg H.J. Computers and achievement in the elementary schools. Journal of Educational Computing Research 1 (1984) 435-440
131. Okolo C. The effects of computer-based attribution retraining on the attributions, persistence, and mathematics computation of students with special needs. Journal of Special Needs 25 5 (1992) 327-334
132. Ortega-Tudela J.M., and Gómez-Ariza C.J. Computer-assisted teaching and mathematical learning in down syndrome children. Journal of Computer Assisted Learning 22 (2006) 298-307
133. Ostad S.A. Developmental differences in solving simple arithmetic word problems and simple number-fact problems: A comparison of mathematically normal and mathematically disabled children. Mathematical Cognition 4 1 (1998) 1-20
134. Pape S.J., and Wang C. Middle school children's strategic behavior: Classification and relation to academic achievement an mathematical problem solving. Instructional Science 31 (2003) 419-449
135. Passolunghi M.C., Vercelloni B., and Schadee H. The precursors of mathematics learning: Working memory, phonological ability and numerical competence. Cognitive Development 22 (2007) 165-184
136. Pezdek K., and Stevens E. Children's memory for auditory and visual information on television. Developmental Psychology 20 (1984) 212-218
137. Piazza, M., Facoetti, A., Trussardi, A.N., et al. (submitted for publication). Developmental trajectories of number sense in normal and dyscalculic children.
138. Piazza M., Mechelli A., Butterworth B., and Price C. Are subitizing and counting implemented as separate or functionally overlapping processes?. NeuroImage 15 2 (2002) 435-446
139. Price G., Holloway I., Räsänen P., Vesterinen M., and Ansari D. Impaired parietal magnitude processing in Developmental Dyscalculia. Current Biology 17 24 (2008) 1042-1043
140. Ragosta M., Holland P., and Jamison D.T. Computer-assisted instruction and compensatory education (1981), Educational Testing Service, Princeton
141. Randel J., Morris B., Wetzel C.D., and Whitehall B. The effectiveness of games for educational purposes: A review of recent research. Simulation & Gaming 23 3 (1992) 261-276
142. Reitsma P., and Wesseling R. Eects of computer-assisted training of blending skills in kindergartners. Scientific Studies of Reading 2 4 (1998) 301-320
143. Rotzer S., Kucian K., Martin E., von Aster M., Klaver P., and Loenneker T. Optimized voxel-based morphometry in children with developmental dyscalculia. NeuroImage 39 1 (2008) 417-422
144. Rousselle L., and Noel M.P. Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition 102 3 (2007) 361-395
145. Shin, N., Norris, C., & Soloway, E. (2006). Effects of handheld games on students learning in mathematics. Proceedings of the 7th International Conference on Learning Sciences. Indiana University, Bloomington IN, June 27-July 1.
146. Shute R., and Miksad J. Computer-assisted instruction and cognitive development in preschoolers. Child Study Journal 27 3 (1997) 237-253
147. Suppes P., Jerman M., and Brian D. Computer-assisted instruction: the 1965-66 Stanford Arithmetic Program (1968), Academic Press, New York
148. Suppes P., and Morningstar M. Computer-assisted instruction: Two computer-assisted instruction programs are evaluated. Science 166 (1969) 343-350
149. Svenson O., and Sjöberg K. Subitizing and counting processes in young children. Scandinavian Journal of Psychology 19 1 (1978) 247-250
150. Swanson H.L., and Jerman O. Math disabililities: A selective meta-analysis of the literature. Review of Educational Research 76 2 (2006) 249-274
151. VanDerHeyden A.M., Broussard C., and Cooley A. Further development of measures of early math performance for preschoolers. Journal of School Psychology 44 (2006) 533-553
152. Van der Sluis S., Van der Leij A., and De Jong P.F. Working memory in Dutch children with reading- and arithmetic-related LD. Journal of Learning Disabilities 38 (2005) 207-221
153. Vandierendonck A., Kemps E., Fastame M.C., and Szmalec A. Working memory components of the corsi blocks task. British Journal of Psychology 95 (2004) 57-79
154. van Garderen D., and Montague M. Visual-spatial representation, mathematical problem solving and students of varying abilities. Special Needs Research & Practice 18 4 (2003) 246-254
155. Vasilyeva I., Puuronen S., Pechenizkiy M., and Räsänen P. Feedback adaptation in web-based learning systems. International Journal of Continuous Engineering Education and Life-Long Learning 17 4/5 (2007) 337-357
156. Verguts T., and Fias W. Representation of number in animals and humans: a neural model. Journal of Cognitive Neuroscience 16 9 (2004) 1493-1504
157. Vernadakis N., Avgerinos A., Tsitskari E., and Zachopoulou E. The use of computer assisted instruction in preschool education: Making teaching meaningful. Early Childhood Education Journal 33 2 (2005) 99-104
158. Verschaffel L., De Corte E., and Vierstraete H. Upper elementary school pupils' difficulties in modeling and solving nonstandard additive word problems involving ordinal numbers. Journal for Research in Mathematics Education 30 3 (1999) 265-285
159. Williams R.A. Preschoolers and the computer. Arithmetic Teacher 31 8 (1984) 39-42
160. Wilska T. Mobile phone use as part of young people's consumption styles. Journal of Consumer Policy 26 (2003) 441-463
161. Wilson A.J., Dehaene S., Pinel P., Revkin S.K., Cohen L., and Cohen D. Principles underlying the design of "the number race", an adaptive computer game for remediation of dyscalculia. Behavioural and Brain Functioning 2 1 (2006) 19
162. Wilson A.J., Revkin S.K., Cohen D., Cohen L., and Dehaene S. An open trial assessment of "the number race", an adaptive computer game for remediation of dyscalculia. Behavioural and Brain Functioning 2 1 (2006) 20
163. Xin Y.P., and Jitendra A.K. The effects of instruction in solving mathematical word problems for students with learning problems: A meta-analysis. Journal of Special Education 32 4 (1999) 207-225
164. Xin Y.P., Jitendra A.K., and Deatline-Buchman A. Effects of mathematical word problem-solving instruction on middle school students with learning problems. Journal of Special Education 39 3 (2005) 181-192