We conducted a neurobehavioral evaluation on eleven children with developmental dyscalculia in order to determine which aspects of arithmetic processes are affected in this disorder. Our results indicate that memorization of numerical facts in these children was poor or virtually non-existent and the ability to solve simple arithmetic exercises impaired. By contrast, comprehension and production of number functions were intact. Although all children had been referred for evaluation of selective deficits in arithmetic skills, they also displayed a mild degree of dyslexia, dysgraphia, anomia, grapho-motor dysfunction. We conclude that cognitive mechanisms underlying arithmetic ability can be dissociated developmentally and suggest that remediation programs be designed only after detailed analyses of arithmetic and associated cognitive skills. © 1988, Masson Italia Periodici s.r.l. Milano. All rights reserved.
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