Learning Disabilities in Arithmetic and Mathematics Theoretical and Empirical Perspectives

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Classification, Seriation, and Counting in Grades 1, 2, and 3 as Two-Year Longitudinal Predictors for Low Achieving in Numerical Facility and Arithmetical Achievement? (2009, background): “They lack numerical facility and do not know basic number facts by heart (Geary & Hoard, 2005; Jordan, Levine, & Huttenlocker, 1995).”
A validation of eye movements as a measure of elementary school children's developing number sense (2008, background): “However, direct empirical evidence on this question remains sparse ( Geary & Hoard, 2005 ).”
The Effect of Visual–Chunking–Representation Accommodation on Geometry Testing for Students with Math Disabilities (2012, background): “As stated, students with mathematic difﬁculties, many of whom have deﬁcits in spatial visual capacity, have more difﬁculty holding and processing complex visual information due to their limited visual working memory (Geary & Hoard, 2005; Wilson & Swanson, 2001).”
Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010, unknown): “…al., 2006, 2008, 2009; Flanagan & Alfonso, in press; Flanagan et al., 2007, 2008, in press; Fletcher-Janzen, 2008; FletcherJanzen & Reynolds, 2008; Geary & Hoard, 2005; Grigorenko, 2009; Hain et al., 2009; Halberda et al., 2008; Hale, 2006; Hale et al., 2004, 2006, 2008, in press; Hughes, 2008;…”