Category Archives: Research

Tool to identify strengths in students as young as preschool

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University of Kansas researchers have developed and validated the effectiveness of the Preschool Strengths Inventory, which can be key to helping parents, teachers, clinicians and practitioners capitalize on children’s strengths from an early age to improve their education and well-being.

Read all about it HERE

Self regulated learning

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Self-Regulated Learning (SRL) has been extensively cited in research as a process enabling students to develop cognitive, behavioral, and emotional strategies to achieve academic success. However, while SRL has been widely studied in typically developing student populations, its role in supporting students with disabilities remains largely underexplored. This mini literature review synthesizes existing SRL research tailored for students with disabilities in K-12 education. The review highlights the challenges these students face in areas such as reading, writing, and mathematics, emphasizing the importance of metacognitive awareness, self-efficacy, and strategic learning behaviors. 

Read the full study HERE

Educational Robotics and Game-Based Interventions for Overcoming Dyscalculia: A Pilot Study

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Recent studies suggest that educational robotics and game-based learning can provide engaging and adaptive learning environments, enhancing numerical cognition and motivation in students with mathematical difficulties. The intervention was designed to improve calculation skills, problem-solving strategies, and overall engagement in mathematics. The study involved 73 secondary students, divided into three classes, among whom only a specific group had been diagnosed with dyscalculia. Data were collected through pre- and post-intervention assessment evaluating improvements in numerical accuracy, processing speed, and support motivation. Preliminary findings indicate that robotics and gamification create an interactive, less anxiety-inducing learning experience, facilitating conceptual understanding and retention of mathematical concepts. The results suggest that these tools hold promise as supplementary interventions for children with dyscalculia. Future research should explore long-term effects, optimal implementation strategies, and their integration within formal educational settings.

Read all about this study HERE

Theoretical models of developmental dyscalculia

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In recent decades, various theoretical models have been proposed to explain the origins of developmental dyscalculia (DD). In this chapter, we review domain-general and domain-specific deficit theories of DD. When considering domain-general deficits, it has been observed that verbal working memory (WM) consistently predicts differences between children with DD and typically developing children in diverse age groups and samples, even after accounting for demographic and other cognitive variables. 

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WISC-IV profile in Developmental Dyscalculia

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Results in a recent study showed that cognitive abilities related to both reasoning (fluid and crystallized) and executive functioning (verbal working memory and processing speed) are involved in math achievement, with different roles played for different math tasks. Verbal working memory and crystallized intelligence, as evaluated with Digit Span and Similarities subtests, were the functions most involved in math achievement, with the former more involved in tasks related to Number System and the latter more involved in tasks related to Calculation System. Furthermore, the degree of impairment of verbal working memory influenced the BDE profiles in the subgroup of children with Developmental Dyscalculia. 

See the full article HERE