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 range

6 Years – 8 Years

Sex

ALL

See this in plain English?

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

Questions worth asking your doctor

Bring these to your next appointment. They're a starting point for a shared conversation — not a sign you qualify or a recommendation to enrol.

1Based on my diagnosis and history, is this trial worth exploring for me — or is there a standard treatment we should try first?
2What does this trial's phase tell us about how much is already known about its safety and benefit?
3What would taking part actually involve for me — visits, tests, time, and travel?
4What are the known and possible risks or side effects I should weigh, and how would they be monitored?
5If this trial isn't the right fit, what other options or trials would you suggest I look into?

Generated to help you prepare — always confirm anything about your own eligibility and care with the study team and your doctor.

Questions for the trial coordinator

The trial coordinator is the person who runs the study day to day. These cover the practical side — logistics, costs, and what taking part would actually mean for your life. The study team confirms whether you meet the criteria; these are questions to ask, not a sign you qualify.

1What does taking part actually involve week to week — how many visits, where, and how long does each one take?
2What costs are covered by the study, and what might I have to pay for myself, including travel, parking, or time off work?
3What happens during screening, and what happens if the study team confirms I don't meet the criteria after those tests?
4Who pays for the scans, blood work, and other tests the trial requires — the study, my insurance, or me?
5How will being in the trial affect my regular care, and will my own doctor stay informed and involved?
6Can I leave the trial at any point if I change my mind, and what would happen to my care if I do?

A starting point for the conversation — always confirm anything about your own eligibility, costs, and care with the study team and your doctor.

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)

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