Number sense in children with visuospatial disabilities: Orientation of the mental number line

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Are Spatial-Numerical Associations a Cornerstone for Arithmetic Learning? The Lack of Genuine Correlations Suggests No (2015, background): “Therefore, these authors suggest that the findings of Bachot et al. (2005) can be attributed more to developmental dyscalculia than to visuospatial disorders.”
Mental number line training in children with developmental dyscalculia (2011, background): “Children with DD show a variety of fundamental deficits in number processing, including basic competences such as the representation of quantity and numbers (Bachot et al., 2005; Koontz and Berch, 1996; Landerl et al., 2004, 2009; Rousselle and Noel, 2007).”
On the Cognitive Link between Space and Number: A Meta-Analysis of the SNARC Effect (2008, background): “In only one experiment the SNARC effect was clearly continuous (Bachot et al., 2005, Table 2).”
Multiple components of developmental dyscalculia (2013, background): “In this respect, an abnormal workspace could be the determinant of the absence of SNARC effect and low math scores in a group of visuospatially disabled children [7].”
Mental number line, number line estimation, and mathematical achievement : Their interrelations in grades 5 and 6 (2009, result): “The average size of the SNARC effect conforms to previous studies on children of our age group (e.g., Bachot, Gevers, Fias, & Roeyers, 2005 ) and was somewhat larger than in previous studies on adults (Fischer & Rottmann, 2005).”