Understanding Cognitive-Academic Bidirectionality in Math Learning Disabilities

NCT07220746 | Recruiting

• 2 other identifiers: 2403431R01HD115592-01A1
• Study Type: interventional
• Target: 300
• Locations: 1 country
• Sites: 1

Brief 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:
• One treatment group will receive a validated treatment for math word problem solving plus computerized working memory training.
• Another treatment group will receive the same validated math treatment plus computerized reading instruction.
• A control group will receive the conventional school math program, including any additional school-provided intervention.

Conditions

Math Learning Disability

Keywords

math word problem solving; arithmetic; working memory

Outcome Measures

Primary Outcomes (8)

• Arithmetic Combinations (Fuchs et al., 2003)

  Children have 1 minute to write answers to 25 addition items (sums 5-12); 1 minute same for subtraction items (minuends 5-12); same 1 minute for 25 addition items (sums 5-18); same and 1 minute for 25 subtraction items (minuends 5-18).

  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)

  The test comprises 14 combine, compare and change word problems, each involving penny scenarios and requiring sums and minuends to 12. Items are scored for correct math.

  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)

  The test comprises 12 combine, compare and change word problems, some with irrelevant information and/or transfer features (e.g., relevant numbers in graphs and tables, implicit change verbs (e.g. Lost). Items are scored for correct arithmetic and correct label to reflect understanding of both the word problem narrative (i.e,, that the child includes the label "trucks" in their answer if the story had to do with transforming quantitative information having to do with the number of trucks), and the mathematics required to accurately solve the problem.

  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

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

  Children see 3 shapes, each in a box shown in a row, and identify the odd-one-out; after making odd-one-out determinations for a series of rows, they recall the location of each odd-one-out shape in order by tapping boxes.

  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

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

  Children decide if a sentence is true; after making true/false determinations for a series of sentences, they recall the last word of each sentence in order.

  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

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

  Children count a set of 4, 5, 6, or 7 dots on a card; after counting a series of cards, they recall the counts in order.

  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

• Wide Range Achievement Test-5-Math

  Test includes an oral section on early numerical competencies (e.g., counting) \& a 10-min written section on calculations.

  Pretest before treatment begins, 15 weeks after treatment starts, 1 year + 20 weeks after treatment starts

• GMADE-Problem Solving & Procedures

  Tests assesses word problem solving and math applications with 28 items.

  15 weeks after treatment starts, 1 year + 20 weeks after treatment starts

Study Arms (3)

Coordinated Treatment

EXPERIMENTAL

The coordinated treatment group receives standard-of-care math treatment + computerized working memory training, provided contiguously \& with coordinated supports for cross-domain transfer.

Behavioral: Coordinated Treatment

Math Treatment

ACTIVE COMPARATOR

The math treatment group receives standard-of-care math treatment + computerized reading instructional activities.

Behavioral: Math Treatment

Control

NO INTERVENTION

The control group receives only the conventional school program, including classroom instruction and school-provided intervention.

Interventions

Coordinated Treatment BEHAVIORAL

Coordinated Treatment provides 15 weeks (3 35-minute sessions per week) of intervention. Each session comprises 2 components delivered contiguously by the same tutor: 15 min of working memory training, immediately followed by 20 min of math (arithmetic \& word-problem solving)intervention. Explicit transfer instruction is woven into both components.

Coordinated Treatment

Math Treatment BEHAVIORAL

Math Treatment provides 15 weeks (three 35-minute sessions per week) of intervention. Each session comprises 2 components delivered contiguously by the same tutor: 15 min of computerized reading instruction, immediately followed by 20 min of math (arithmetic \& word-problem solving) intervention.

Math Treatment

Eligibility Criteria

• Age: 6 Years - 8 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• 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
• 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

Sponsors & Collaborators

• Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD): collaborator
• Vanderbilt University: lead

Study Sites (1)

Vanderbilt University

Nashville, Tennessee, 372032417, United States

RECRUITING

MeSH Terms

Conditions

Dyscalculia

Condition Hierarchy (Ancestors)

Specific Learning Disorder; Learning Disabilities; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders

Central Study Contacts

Caitlin F. Craddock, B.A.

CONTACT

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

Marcia A. Barnes, Ph.D.

CONTACT

615-875-2825; marcia.barnes@vanderbilt.edu

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor

Study Record Dates

• First Submitted: October 21, 2025
• First Posted: October 24, 2025
• Study Start: August 1, 2025
• Primary Completion (Estimated): April 30, 2030
• Study Completion (Estimated): April 30, 2030
• Last Updated: October 24, 2025

Record last verified: 2025-10

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, SAP
• Time Frame: The de-identified (stripped) primary outcome data set will become available no later than acceptance for publication of the main findings from the final data set and remain accessible for 3 years following the closeout of this grant. This time frame for data accessibility will be reviewed at the proposed project's completion and revised as needed. If all Investigators leave or become unavailable, the last remaining Investigator will assume responsibility for identifying a Vanderbilt faculty member to undertake these responsibilities.
• Access Criteria: The user submits a request describing variables of interest, research aims, \& quantitative methods and signs a user agreement form (see Plan Description).

Locations

US (1)