RecruitingNot Applicable

Understanding Cognitive-Academic Bidirectionality in Math Learning Disabilities

United States300 participantsStarted 2025-08-01

Plain-language summary

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: * 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? * 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? Screening for eligibility will take place in two testing sessions. Students who meet the eligibility criteria will be randomly assigned to one of three groups: 1. One treatment group will receive a validated treatment for math word problem solving plus computerized working memory training. 2. Another treatment group will receive the same validated math treatment plus computerized reading instruction. 3. A control group will receive the conventional school math program, including any additional school-provided intervention. Participants in both treatment groups will receive 35 minutes of tutoring three times per week for 15 weeks. Children 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.

Who can participate

Age range6 Years – 8 Years

SexALL

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AI-rewrites the medical criteria so a patient or caregiver can understand them. Always confirm with the trial site.

Inclusion Criteria: * Attends a participating school in the Metropolitan-Nashville Public Schools * Is a member of a first-grade classroom whose teacher has agreed to let his/her students participate * Has the available school schedule to participate * Scores below the 30th percentile on the study's screening math test * Scores below the 50th percentile on the study's working memory test * Scores at or above the 7th percentile on at least one of the study's two measures of cognitive performance Exclusion Criterion: * Does not attend a participating school in the Metropolitan-Nashville Public Schools * Is not a member of a first-grade classroom whose teacher has agreed to let his/her students participate * Does not have the available school schedule to participate * Scores at or above 30th percentile on the study's screening math test * Scores at or above the 50th percentile on the study's screening working test * Scores below the 7th percentile on both of the study's two measures of cognitive performance

What they're measuring

Arithmetic Combinations (Fuchs et al., 2003)

Timeframe: Pretest before treatment begins, 5 weeks after treatment starts, 10 weeks after treatment starts, 15 weeks after treatment starts, 20 weeks after treatment starts, 1 year + 20 weeks after treatment starts

Pennies Story Problems (Jordan & Hanich, 2000) (Jordan & Hanich, 2000)

Timeframe: Pretest before treatment begins, 5 weeks after treatment starts, 10 weeks after treatment starts, 15 weeks after treatment starts

Word Problem Test (Fuchs et al., 2021)

Working Memory Assessment-Odd-One Out (Alloway, 2012)

Working Memory Test Battery - Children - Listening Recall (Pickering & Gathercole, 2001)

Working Memory Test Battery- Children - Counting Recall (Pickering & Gathercole, 2001)

Trial details

NCT IDNCT07220746

SponsorVanderbilt University

Sponsor typeOTHER

Study typeINTERVENTIONAL

Primary completion2030-04-30

Contact for this trial

Caitlin F. Craddock, B.A.

615-491-1829 c.f.craddock@vanderbilt.edu

View on ClinicalTrials.gov More Math Learning Disability trials