Number sense and arithmetic are considered the core deficit of mathematics learning disabilities (MLD). Can these basic skills of the junior high school students with MLD be remediated after receiving remediation from the elementary school to junior high school? This study aims to investigate the single- and multi-digit arithmetical abilities of junior-high-school students with mathematics learning disabilities (MLD-only) and those comorbid reading disabilities (MLD-RD). The subjects, two MLD-only and two MLD-RD students, were administered two standardized and timed diagnostic tests, and with observations made and interviews conducted during or after the test. Both quantitative and qualitative data were analyzed, including the arithmetic accuracy, speed, strategies and error-patterns. The results revealed that single-digit addition and subtraction and math-fact retrieval are the core deficits in students with MLD. The deficit in math-fact retrieval affects their arithmetical speed. An analysis of their arithmetical strategies showed that development of counting strategies differed between MLD-only and MLD-RD students. In multi-digit arithmetic, MLD students, whether comorbid RD or not, performed poorly with low arithmetical speed, especially when encountering problems with large numbers and complex procedures for calculations. Furthermore, the arithmetical speed of MLD-RD students was found to be slower than that of MLD-only students. When solving word problems, the speed of MLD students was not affected, but among MLD comorbid RD students, speed was significantly affected. Therefore, word problems are not considered the core deficit of students with MLD.
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Profile of Arithmetic Knowledge of Junior High School Students with Mathematics Learning Disabilities with/without Reading Disabilities
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