NIH R01 · 2025
Understanding Cognitive-Academic Bidirectionality in Math Learning Disabilities
PROJECT SUMMARY/ABSTRACT Despite important advances in the treatment of learning disabilities (LDs), the dominant approach to intervention—direct skills instruction—fails to meet the needs of 25-45% of LD students. This indicates the need to expand the framework for LD intervention science with innovative approaches. This clinical trial (CT) assesses the effects and mechanistic processes of an innovative approach to intervention guided by cognitive-academic mutualism theory, in which cognitive resources support development of academic competencies while academic tasks in turn exercise & strengthen cognitive abilities. The CT’s innovative intervention provides coordinated cognitive training…
From the public funding record at NIH RePORTER. Describes the funded project, not the reviews below.