The purpose of this study was to examine the cognitive correlates of 3rd-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N ϭ 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word efficiency as well as on arithmetic, algorithmic computation, and arithmetic word problems. Teacher ratings of inattentive behavior also were collected. Path analysis indicated that arithmetic was linked to algorithmic computation and to arithmetic word problems and that inattentive behavior independently predicted all 3 aspects of mathematics performance. Other independent predictors of arithmetic were phonological decoding and processing speed. Other independent predictors of arithmetic word problems were nonverbal problem solving, concept formation, sight word efficiency, and language.

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The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI, which they received in 50 sessions over 18 weeks. Acquisition and transfer effects were assessed. The results indicated that math CAI was effective in promoting addition but not subtraction number combination skill and that transfer to arithmetic story problems did not occur. Spelling CAI effects were reliable on acquisition and transfer spelling measures, with small to moderate effect sizes on transfer to reading measures. These results provide the basis for additional work with larger samples.

In this study, the authors evaluate the efficacy of videotape analysis with structured expert consultation and self-evaluation to improve teacher candidates’ instructional delivery. A single-case, multiple-baseline, across-participants design was used to evaluate lesson components, rate of praise statements, and rate of opportunities to respond included by teacher candidates in their teaching. After teacher candidates videotaped their instructional delivery, they met with an instructional consultant and evaluated the components of instruction included in the lesson, received feedback and guidance from the instructional consultant, and established goals for subsequent instruction. Consultation was effective in increasing the number of lesson components and amount of behavior-specific praise delivered during instruction for all participants. Effects varied by participants for rates of opportunities to respond. Limitations of this study and future implications for research are discussed.

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