Analysis of Cognitive Abilities of Adolescents Learning Disabled Specifically in Arithmetic Computation

Abstract

This investigation identified a group of adolescents homogeneously defined as specifically learning disabled in arithmetic and examined whether cognitive processes measured by visual-spatial, visual-reasoning, and visual-memory tasks are related to this task failure. The results indicate that a relationship exists between two major components in the LD definition --academic task failure and specific cognitive abilities. There is validity to these two components when a very specific population of students disabled in arithmetic have been identified.