{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,30]],"date-time":"2026-03-30T03:22:30Z","timestamp":1774840950930,"version":"3.50.1"},"reference-count":49,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2026,3,29]],"date-time":"2026-03-29T00:00:00Z","timestamp":1774742400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,3,29]],"date-time":"2026-03-29T00:00:00Z","timestamp":1774742400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,6]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Dyslexia and dyscalculia are prevalent learning disabilities that impair mathematics performance. Comorbidity compounds cognitive and affective challenges, yet few studies compare how complementary ICT tools support distinct learner profiles.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>To examine pre\u2013post changes following the integration of DragonBox (game\u2010based, conceptual) and Khan Academy (adaptive, scaffolded practice) in problem\u2010solving, numerical operations, and conceptual understanding among students with dyslexia, dyscalculia, and comorbidity, and to test whether post\u2010intervention performance patterns differ for the comorbidity group.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Single\u2010group pre\u2013post quantitative design in Grade 5 (\n                      <jats:italic>N<\/jats:italic>\n                      \u2009=\u200980; Dyslexia\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200944; Dyscalculia\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200912; Comorbidity\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200924). A 12\u2010item math test (three domains) with parallel forms was administered pre\/post. Reliability:\n                      <jats:italic>\u03b1<\/jats:italic>\n                      \u2009=\u20090.85\/0.82\/0.87; EFA: 3\u2010factor solution (68% variance). Analyses used Shapiro\u2013Wilk, Levene, Welch's ANOVA with Games\u2013Howell post hoc, and paired\n                      <jats:italic>t<\/jats:italic>\n                      \u2010tests with effect sizes and 95% CIs (\n                      <jats:italic>\u03b1<\/jats:italic>\n                      \u2009=\u20090.05). Intervention: 8\u2009weeks, two 30\u2010min sessions\/week integrating DragonBox and Khan Academy.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      All groups improved significantly (paired\n                      <jats:italic>t<\/jats:italic>\n                      ; Cohen's d: Dyslexia\u2009=\u20090.92; Dyscalculia\u2009=\u20090.90; Comorbidity\u2009=\u20090.85). Statistically significant improvements were observed over time across all groups. Post\u2010intervention comparisons showed lower means for the comorbidity group (Welch's ANOVA; Games\u2013Howell significant vs. both single\u2010diagnosis groups). Numerical operations gains exceeded conceptual understanding.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Findings indicate statistically significant improvements over time during the ICT\u2010supported intervention period. In the absence of a comparison condition, results should be interpreted as temporal change rather than definitive causal efficacy of the tools. The comorbidity group showed lower post\u2010intervention mean performance alongside meaningful within\u2010group gains, underscoring the need for multidimensional supports.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Implications for Practice<\/jats:title>\n                    <jats:p>The results suggest that DragonBox may support conceptual introduction and may help reduce mathematics\u2010related anxiety, while Khan Academy may support consolidation of arithmetic skills through scaffolded practice. For comorbidity, additional instructional supports may be beneficial, including explicit strategy instruction, extended practice time, and individualised feedback, within a blended model that complements rather than replaces traditional teaching.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70233","type":"journal-article","created":{"date-parts":[[2026,3,30]],"date-time":"2026-03-30T02:13:53Z","timestamp":1774836833000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Investigating the Link Between Dyslexia and Dyscalculia: Teaching, Learning, and\n                    <scp>ICT<\/scp>\n                    Integration"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0924-5923","authenticated-orcid":false,"given":"Georgios","family":"Polydoros","sequence":"first","affiliation":[{"name":"Department of Mathematics &amp; Applied Mathematics University of Crete  Crete Greece"}]}],"member":"311","published-online":{"date-parts":[[2026,3,29]]},"reference":[{"key":"e_1_2_22_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s42979\u2010024\u201003049\u2010z"},{"key":"e_1_2_22_3_1","doi-asserted-by":"publisher","DOI":"10.29333\/iejme\/11294"},{"key":"e_1_2_22_4_1","doi-asserted-by":"publisher","DOI":"10.36941\/jesr\u20102023\u20100125"},{"key":"e_1_2_22_5_1","doi-asserted-by":"crossref","DOI":"10.1176\/appi.books.9780890425596","volume-title":"Diagnostic and Statistical Manual of Mental Disorders","author":"American Psychiatric Association","year":"2013"},{"key":"e_1_2_22_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10699\u2010020\u201009698\u20106"},{"key":"e_1_2_22_7_1","doi-asserted-by":"publisher","DOI":"10.32672\/elaste.v3i1.4734"},{"key":"e_1_2_22_8_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010022\u201011001\u20101"},{"key":"e_1_2_22_9_1","doi-asserted-by":"publisher","DOI":"10.3390\/diagnostics14131441"},{"key":"e_1_2_22_10_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10864\u2010015\u20109218\u2010z"},{"key":"e_1_2_22_11_1","first-page":"61","volume-title":"Handbook of Clinical Neurology","author":"Castaldi E.","year":"2020"},{"key":"e_1_2_22_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjet.13304"},{"key":"e_1_2_22_13_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40692\u2010019\u201000150\u20108"},{"key":"e_1_2_22_14_1","doi-asserted-by":"publisher","DOI":"10.29333\/ejmste\/14377"},{"key":"e_1_2_22_15_1","first-page":"191","volume-title":"Social Computing and Social Media. 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