Specific Skills Number Processing in Boy Students with Math Learning Disabilities

The purpose of this study was survey numerical processing in MLD children and its relationship to the achievement of mathematics learning based on deficit numerical hypothesis.
In this descriptive-comparative study, the method used to analyze data was t test and unianova on 42 fifth grade elementary boys (10.5 years old) in two groups: target (with MLD) and comparison (without MLD) groups,by camparison tasks.
The data reveal significant differences between two groups in three comparison tasks but not in reaction times.
This results suggests MLD students do weak and have many mistakes in comparison tasks. This fact supports not only both representation and access deficit hypotheses but also in line with cognitive general hypothesis that suggests MLD children have deficits in cognitive functional: working memory,semantic memory and processing speed.