{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,21]],"date-time":"2026-09-21T16:28:32Z","timestamp":1790008112322,"version":"4.0.1"},"reference-count":54,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2017,9,26]],"date-time":"2017-09-26T00:00:00Z","timestamp":1506384000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["British J of Dev Psycho"],"published-print":{"date-parts":[[2018,3]]},"abstract":"<jats:sec>\n                    <jats:label\/>\n                    <jats:p>\n                      The specific domain model for math disabilities postulates a core number deficit which presents a prime target for remedial interventions. This longitudinal study identified two groups of Grade 3 students based on their basic calculation abilities: students with persistent difficulties through Grade 4 (\n                      <jats:styled-content style=\"fixed-case\">PD<\/jats:styled-content>\n                      group) and students whose performance improved into the average range (\n                      <jats:styled-content style=\"fixed-case\">IP<\/jats:styled-content>\n                      group). Baseline data revealed a distinct cognitive profile for students in the\n                      <jats:styled-content style=\"fixed-case\">PD<\/jats:styled-content>\n                      group featuring predominant deficits in symbolic number processing. A conceptual intervention based on explicit teaching of basic arithmetic procedures was implemented when students attended Grade 5 or 6. Students in the\n                      <jats:styled-content style=\"fixed-case\">PD<\/jats:styled-content>\n                      group benefited more from the programme, especially in performing written calculations and in multiplication speed.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:label\/>\n                    <jats:p>\n                      <jats:boxed-text content-type=\"box\" position=\"anchor\">\n                        <jats:caption>\n                          <jats:title>Statement of contribution<\/jats:title>\n                        <\/jats:caption>\n                        <jats:p>\n                          <jats:italic>\n                            <jats:bold>What is already known on this subject?<\/jats:bold>\n                          <\/jats:italic>\n                        <\/jats:p>\n                        <jats:p>\n                          <jats:list list-type=\"bullet\">\n                            <jats:list-item>\n                              <jats:p>Most interventions focus on young students' basic arithmetical skills to prevent serious math problems in future.<\/jats:p>\n                            <\/jats:list-item>\n                            <jats:list-item>\n                              <jats:p>Few interventions target older students who often face persistent math difficulties.<\/jats:p>\n                            <\/jats:list-item>\n                            <jats:list-item>\n                              <jats:p>These interventions are usually procedural and focus on age\u2010appropriate math skills.<\/jats:p>\n                            <\/jats:list-item>\n                          <\/jats:list>\n                        <\/jats:p>\n                        <jats:p>\n                          <jats:italic>\n                            <jats:bold>What does this study add?<\/jats:bold>\n                          <\/jats:italic>\n                        <\/jats:p>\n                        <jats:p>\n                          <jats:list list-type=\"bullet\">\n                            <jats:list-item>\n                              <jats:p>A conceptual intervention was implemented to remediate basic calculation deficits at the end of elementary school.<\/jats:p>\n                            <\/jats:list-item>\n                            <jats:list-item>\n                              <jats:p>The aim was to help students compensate for their gaps in knowledge and motivate them to engage in math activities.<\/jats:p>\n                            <\/jats:list-item>\n                            <jats:list-item>\n                              <jats:p>Neuropsychological testing of arithmetic abilities revealed difficulties in symbolic number processing.<\/jats:p>\n                            <\/jats:list-item>\n                          <\/jats:list>\n                        <\/jats:p>\n                      <\/jats:boxed-text>\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjdp.12214","type":"journal-article","created":{"date-parts":[[2017,9,27]],"date-time":"2017-09-27T00:03:08Z","timestamp":1506470588000},"page":"78-97","source":"Crossref","is-referenced-by-count":7,"title":["Assessment and conceptual remediation of basic calculation skills in elementary school students"],"prefix":"10.1111","volume":"36","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9873-2063","authenticated-orcid":false,"given":"Elen S.","family":"Karakonstantaki","sequence":"first","affiliation":[{"name":"School of Medicine University of Crete Heraklion Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Panagiotis G.","family":"Simos","sequence":"additional","affiliation":[{"name":"Division of Psychiatry Department of Medicine School of Medicine University of Crete Heraklion Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Vamvukas","family":"Michalis","sequence":"additional","affiliation":[{"name":"Department of Pedagogy University of Crete Rethymnon Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sifis","family":"Micheloyannis","sequence":"additional","affiliation":[{"name":"Medical Department (Labor Widen) School of Medicine University of Crete Heraklion Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2017,9,26]]},"reference":[{"key":"e_1_2_5_2_1","volume-title":"Manual for the ASEBA school\u2010age forms & profiles","author":"Achenbach T. M.","year":"2001"},{"key":"e_1_2_5_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2004.00374.x"},{"key":"e_1_2_5_4_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.tics.2010.09.007"},{"key":"e_1_2_5_5_1","doi-asserted-by":"publisher","DOI":"10.1126\/science.1201536"},{"key":"e_1_2_5_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.2044-835X.1985.tb00951.x"},{"key":"e_1_2_5_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ridd.2013.01.030"},{"key":"e_1_2_5_8_1","doi-asserted-by":"publisher","DOI":"10.1027\/2151-2604\/a000211"},{"key":"e_1_2_5_9_1","doi-asserted-by":"publisher","DOI":"10.1126\/science.1204537"},{"key":"e_1_2_5_10_1","doi-asserted-by":"crossref","first-page":"214","DOI":"10.1037\/a0034097","article-title":"The contributions of domain\u2010general and numerical factors to third grade arithmetic skills and mathematical learning disability","volume":"106","author":"Cowan R.","year":"2013","journal-title":"Journal of Educational Psychology"},{"key":"e_1_2_5_11_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jecp.2010.09.003"},{"key":"e_1_2_5_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-7687.2009.00897.x"},{"key":"e_1_2_5_13_1","doi-asserted-by":"publisher","DOI":"10.1080\/02643290244000239"},{"key":"e_1_2_5_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/1467-9604.00178"},{"key":"e_1_2_5_15_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2016.00508"},{"key":"e_1_2_5_16_1","first-page":"65","article-title":"Targeted interventions for children with arithmetical difficulties","volume":"7","author":"Dowker A.","year":"2010","journal-title":"British Journal of Educational Psychology, Monograph Series II"},{"key":"e_1_2_5_17_1","volume-title":"Connecting math concepts","author":"Engelmann S.","year":"1991"},{"key":"e_1_2_5_18_1","doi-asserted-by":"crossref","first-page":"561","DOI":"10.1037\/a0014701","article-title":"Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial","volume":"101","author":"Fuchs L. S.","year":"2009","journal-title":"Journal of Educational Psychology"},{"key":"e_1_2_5_19_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.114.2.345"},{"key":"e_1_2_5_20_1","first-page":"253","volume-title":"Handbook of mathematical cognition","author":"Geary D. C.","year":"2005"},{"key":"e_1_2_5_21_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0025398"},{"key":"e_1_2_5_22_1","volume-title":"\u0395lleniko WISC\u2010II\u0399: Wechsler klimakes noymosenis gia paidia. [Greek WISC\u2010III: Wechsler Intelligence Scales for children]","author":"Georgas D. D.","year":"1997"},{"key":"e_1_2_5_23_1","unstructured":"Great Source. (2006).Every Day Counts grades K\u20106: Research base and program effectiveness. (Computer manual). Retrieved fromhttp:\/\/www.greatsource.com\/GreatSource\/pdf\/EveryDayCountsResearch206.pdf"},{"key":"e_1_2_5_24_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ecresq.2004.01.012"},{"key":"e_1_2_5_25_1","doi-asserted-by":"publisher","DOI":"10.1080\/14794802.2013.803779"},{"key":"e_1_2_5_26_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cognition.2013.12.007"},{"key":"e_1_2_5_27_1","first-page":"155","volume-title":"Mathematics education for students with learning disabilities","author":"Jones E. D.","year":"1998"},{"key":"e_1_2_5_28_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.3389\/fnhum.2014.00057","article-title":"Mathematical learning difficulties subtypes classification","volume":"8","author":"Karagiannakis G.","year":"2014","journal-title":"Frontiers in Human Neuroscience"},{"key":"e_1_2_5_29_1","doi-asserted-by":"publisher","DOI":"10.1177\/00222194030360060701"},{"key":"e_1_2_5_30_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.3389\/fpsyg.2013.00516","article-title":"Dyscalculia from a developmental and differential perspective","volume":"4","author":"Kaufmann L.","year":"2013","journal-title":"Frontiers in Psychology"},{"key":"e_1_2_5_31_1","first-page":"767","article-title":"The diagnosis and management of dyscalculia","volume":"109","author":"Kaufmann L.","year":"2012","journal-title":"Deutsches \u00c4rzteblatt International"},{"key":"e_1_2_5_32_1","doi-asserted-by":"publisher","DOI":"10.1177\/0741932507309711"},{"key":"e_1_2_5_33_1","doi-asserted-by":"publisher","DOI":"10.1177\/00222194040370050201"},{"key":"e_1_2_5_34_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cognition.2003.11.004"},{"key":"e_1_2_5_35_1","doi-asserted-by":"publisher","DOI":"10.1002\/1520-6807(199404)31:2<133::AID-PITS2310310208>3.0.CO;2-G"},{"key":"e_1_2_5_36_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11881-003-0011-7"},{"key":"e_1_2_5_37_1","first-page":"81","volume-title":"Mathematics education for students with learning disabilities","author":"Miller S. P.","year":"1998"},{"key":"e_1_2_5_38_1","first-page":"177","volume-title":"Mathematics education for students with learning disabilities","author":"Montague M.","year":"1998"},{"key":"e_1_2_5_39_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cognition.2009.10.006"},{"key":"e_1_2_5_40_1","volume-title":"Educational psychology: Developing learners","author":"Ormrod J. E.","year":"2003"},{"key":"e_1_2_5_41_1","doi-asserted-by":"crossref","first-page":"139","DOI":"10.1027\/\/1015-5759.16.2.139","article-title":"Discriminant validation of the Test of Reading Performance (TORP) for identifying children at risk of reading difficulties","volume":"16","author":"Padeliadu S.","year":"2000","journal-title":"European Journal of Psychological Assessment"},{"key":"e_1_2_5_42_1","unstructured":"Papaioannou S. Mouzaki A. Sideridis G. &Simos P.(2011).The screening test of mathematical achievement for elementary school students. Proceedings of the Second Greek National Conference of the Special Education Association: Special education as a venue for progress in science and practice.Athens Greece:Grigoris Publications. (In Greek)."},{"key":"e_1_2_5_43_1","doi-asserted-by":"crossref","first-page":"450","DOI":"10.1016\/j.cogdev.2009.09.003","article-title":"Computer\u2010assisted intervention for children with low numeracy skills","volume":"24","author":"R\u04d3s\u04d3nen P.","year":"2009","journal-title":"Cognitive Development"},{"key":"e_1_2_5_44_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cognition.2006.01.005"},{"key":"e_1_2_5_45_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11858-016-0800-1"},{"key":"e_1_2_5_46_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0022-3476(98)70269-0"},{"key":"e_1_2_5_47_1","doi-asserted-by":"publisher","DOI":"10.1177\/002221949903200202"},{"key":"e_1_2_5_48_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cortex.2013.06.007"},{"key":"e_1_2_5_49_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219414538520"},{"key":"e_1_2_5_50_1","volume-title":"Die neuropsychologische testbatterie fur zahlenverarbeitung und rechnen bei kindern (ZAREKI). [The neuropsychological test battery for number processing and calculation in children: NUCALC]","author":"von Aster M.","year":"2001"},{"key":"e_1_2_5_51_1","volume-title":"The Wechsler intelligence scale for children\u2010third edition (WISC\u2010III)","author":"Wechsler D.","year":"1991"},{"key":"e_1_2_5_52_1","first-page":"212","volume-title":"Human behavior, learning and the developing brain. Atypical development","author":"Wilson A. J.","year":"2007"},{"key":"e_1_2_5_53_1","doi-asserted-by":"publisher","DOI":"10.1177\/002221940103400304"},{"key":"e_1_2_5_54_1","first-page":"49","article-title":"Using CRA to teach algebra to students with math difficulties in inclusive settings","volume":"3","author":"Witzel B. S.","year":"2005","journal-title":"Learning Disabilities: A Contemporary Journal"},{"key":"e_1_2_5_55_1","doi-asserted-by":"crossref","first-page":"6","DOI":"10.1080\/19404150309546741","article-title":"A mathematics recovery: Program of intervention in early number learning","volume":"8","author":"Wright R. J.","year":"2003","journal-title":"Australian Journal of Learning Disabilities"}],"container-title":["British Journal of Developmental Psychology"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/api.wiley.com\/onlinelibrary\/tdm\/v1\/articles\/10.1111%2Fbjdp.12214","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/bpspsychub.onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/bjdp.12214","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,10,29]],"date-time":"2025-10-29T14:10:08Z","timestamp":1761747008000},"score":1,"resource":{"primary":{"URL":"https:\/\/bpspsychub.onlinelibrary.wiley.com\/doi\/10.1111\/bjdp.12214"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2017,9,26]]},"references-count":54,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2018,3]]}},"alternative-id":["10.1111\/bjdp.12214"],"URL":"https:\/\/doi.org\/10.1111\/bjdp.12214","archive":["Portico"],"relation":{},"ISSN":["0261-510X","2044-835X"],"issn-type":[{"value":"0261-510X","type":"print"},{"value":"2044-835X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2017,9,26]]}}}