Children with developmental dyscalculia often show impaired performance on number order processing tasks. Recent findings suggest these deficits are not general in nature but rather specific to certain kinds of sequences. One proposal by Slipenkyj and colleagues (2025) is that dyscalculic children struggle specifically to understand that “in order” can refer to sequences outside of the ascending-consecutive count-list. However, previous findings in support of this view were limited by (i) only considering ascending sequences and (ii) not accounting for other factors known to influence order processing performance such as sequence familiarity.

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