[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"math-learning-disability\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:math-learning-disability":28},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,2,0,[8,80],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":19,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":56,"overallStatus":67,"whyStopped":4,"lastUpdateSubmitDate":68,"lastUpdatePostDateStruct":69,"startDateStruct":72,"completionDateStruct":74,"leadSponsor":76,"locationsCount":79},"100454745","interventions-in-mathematics-and-cognitive-skills-100454745",false,"NCT05201534","Interventions in Mathematics and Cognitive Skills","Interventions in Math Learning Disabilities: Cognitive and Neural Correlates","Inclusion Criteria:\n\n1. Elementary school aged children starting from first grade (6-12 years old)\n2. IQ: Participants with a Full Scale IQ \\> 70 on the Wechsler Abbreviated Scle of Intelligence (WASI-II).\n3. Identification of Mathematical Learning Disabilities: Scores below the 35th percentile percentile on symbolic number processing test in Numeracy Screener and two or more Wechsler Individual Achievement Test (WIAT-IV) math subtests\n4. Identification of typically developing children: Scores at or above the 35th percentile percentile on symbolic number processing test in Numeracy Screener and all WIAT-IV math subtests\n5. Normal or corrected-to-normal vision and no hearing impairments\n6. Inclusion in MRI scan session: Right-handed\n\nExclusion Criteria:\n\n1. History of neurological or psychiatric disorder (i.e., schizophrenia, psychosis, depression, or attention deficit hyperactivity disorder.)\n2. History of trauma involving head injury\n3. Consistent psychiatric medications\n4. Exclusion from MRI scan session: No major contraindication for magnetic resonance imaging (MRI) - braces, metal implants, pacemakers, vascular stents, metallic ear tubes, consistent exposure to metal, claustrophobia)",true,"ALL","6 Years","12 Years",{"count":21,"type":22},180,"ESTIMATED","INTERVENTIONAL",[25],"NA","The purpose of this study is to investigate neurocognitive mechanisms underlying response to intervention aimed at enhancing, and remediating weaknesses in, numerical skills in children, including those with mathematical learning disabilities (MLD).",[28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43,44,45,46,47,48,49,50,51,52,53,54,55],"Math Learning Disability","Child Development","Developmental Disability","Learning Disabilities","Learning Disabled","Learning Curve","Mathematics Disorder","Dyscalculia","Dyscalculia, Primary","Dyscalculia, Acquired","Specific Learning Disorder, With Impairment in Mathematics","Individuality","Behavior, Child","Behavior and Behavior Mechanisms","Behavior","Decision Making","Neuronal Plasticity","Cognition","Cognition Disorder","Cognitive Dysfunction","Cognitive Change","Cognitive Impairment, Mild","Cognitive Developmental Delay","Cognitive Orientation","Cognitive Delay, Mild","Cognitive Deficits, Mild","Cognitive Abnormality","Neuroscience",[57,58,59,60,61,62,63,64,65,66],"Numerical skills in children","Low math abilities","Mathematical Learning Disabilities","Mathematical Concepts","Mathematics","Transfer, Psychology","Generalization, Psychology","Early Intervention, Educational","Neural Pathways","Neural Networks, Computer","RECRUITING","2026-06-22",{"date":70,"type":71},"2026-06-25","ACTUAL",{"date":73,"type":71},"2023-05-05",{"date":75,"type":22},"2026-08-31",{"name":77,"class":78},"Stanford University","OTHER",1,{"id":81,"slug":82,"hasResults":11,"nctId":83,"briefTitle":84,"officialTitle":84,"acronym":4,"eligibilityCriteria":85,"healthyVolunteers":11,"sex":17,"minAge":18,"maxAge":86,"enrollmentInfo":87,"targetDuration":4,"studyType":23,"phases":89,"briefSummary":90,"conditions":91,"keywords":92,"overallStatus":67,"whyStopped":4,"lastUpdateSubmitDate":96,"lastUpdatePostDateStruct":97,"startDateStruct":99,"completionDateStruct":101,"leadSponsor":103,"locationsCount":79},"100609912","understanding-cognitive-academic-bidirectionality-in-math-learning-disabilities-100609912","NCT07220746","Understanding Cognitive-Academic Bidirectionality in Math Learning Disabilities","Inclusion Criteria:\n\n* Attends a participating school in the Metropolitan-Nashville Public Schools\n* Is a member of a first-grade classroom whose teacher has agreed to let his\u002Fher students participate\n* Has the available school schedule to participate\n* Scores below the 30th percentile on the study's screening math test\n* Scores below the 50th percentile on the study's working memory test\n* Scores at or above the 7th percentile on at least one of the study's two measures of cognitive performance\n\nExclusion Criterion:\n\n* Does not attend a participating school in the Metropolitan-Nashville Public Schools\n* Is not a member of a first-grade classroom whose teacher has agreed to let his\u002Fher students participate\n* Does not have the available school schedule to participate\n* Scores at or above 30th percentile on the study's screening math test\n* Scores at or above the 50th percentile on the study's screening working test\n* Scores below the 7th percentile on both of the study's two measures of cognitive performance","8 Years",{"count":88,"type":22},300,[25],"The goal of this clinical trial is to test the effects of an innovative intervention designed to improve math skills in first graders at risk for math disabilities. The main questions the trial aims to answer are:\n\n* Does combining a math word problem solving intervention with a working memory intervention improve math to a greater extent than the same math intervention without cognitive training?\n* Do the findings provide evidence for bidirectional effects on development? In other words, does working memory support math learning and does math learning support working memory development?\n\nScreening for eligibility will take place in two testing sessions. Students who meet the eligibility criteria will be randomly assigned to one of three groups:\n\n1. One treatment group will receive a validated treatment for math word problem solving plus computerized working memory training.\n2. Another treatment group will receive the same validated math treatment plus computerized reading instruction.\n3. A control group will receive the conventional school math program, including any additional school-provided intervention.\n\nParticipants in both treatment groups will receive 35 minutes of tutoring three times per week for 15 weeks.\n\nChildren who are selected to participate in the study will be tested once before this project's intervention begins; twice after intervention starts; twice after intervention ends; and once near the end of second grade to see how long effects last.",[28],[93,94,95],"math word problem solving","arithmetic","working memory","2025-10-23",{"date":98,"type":71},"2025-10-24",{"date":100,"type":71},"2025-08-01",{"date":102,"type":22},"2030-04-30",{"name":104,"class":78},"Vanderbilt University"]