Cognitive Deficits Underlying Math Disabilitya

the purpose of this study was to assess the underlying deficits associated with math disability in children. Forty-six four- th graders were classified into two groups of students with average math ability and math disability, such that their IQ and reading ability were as close as possible. The working memory was measured using the Wechsler Intelligence (1974) and Tower of London (Culbertson & Zillmer, 1998) tests. Inhibition was measured using the Stroop (Spreen & Strauss, 1998) and the Tower of London tests, and visual-spatial perception was evaluated using the Rey Complex Figure Test (Osterrieth, 1944). MANOVA revealed that the group with math disability differed significantly from the group with average math ability in their performance in visual-spatial perception and organization, suggesting an inability in synthesis, integration, and organization of information in the math disability group.