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A Remedial Intervention for Addition and Subtraction in Children with Dyscalculia

A Remedial Intervention for Addition and Subtraction in Children with Dyscalculia

Alireza Beygi
Prakash Padakannaya
Gowramma, I. P.
January, 2010

Abstract

This study investigated the impact of remedial intervention on students’ performance with dyscalculia in teaching addition and subtraction. Forty male students with dyscalculia (20 in experimental, and 20 in control groups) from fourth and fifth grades in Arak, Iran were the participants. The experimental group received a remedial program in addition to their regular classroom teaching (every other day). Data analysis indicated a significant increase in the subtraction and addition performance after remedial intervention. The article discusses implications for teachers, administers, researchers, teacher training institutions, and students with learning disabilities.

Keywords: Dyscalculia, Addition, Subtraction, Learning Disability

 

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A Remedial Intervention for Addition and Subtraction in Children with Dyscalculia