Understanding Cognitive-Academic Bidirectionality in Math Learning Disabilities

Part of paid clinical trials in Nashville, Tennessee.

Sponsor
Vanderbilt University
Study ID
NCT07220746
Status
Recruiting
Apply to this trial

Conditions

  • Math Learning Disability

Eligibility Criteria

Sex
ALL
Age
6 Years - 8 Years
Healthy Volunteers
Not accepted

Interventions

  • Coordinated Treatment — BEHAVIORAL
    Coordinated Treatment provides 15 weeks (3 35-minute sessions per week) of intervention. Each session comprises 2 components delivered contiguously by the same tutor: 15 min of working memory training, immediately followed by 20 min of math (arithmetic \& word-problem solving)intervention. Explicit transfer instruction is woven into both components.
  • Math Treatment — BEHAVIORAL
    Math Treatment provides 15 weeks (three 35-minute sessions per week) of intervention. Each session comprises 2 components delivered contiguously by the same tutor: 15 min of computerized reading instruction, immediately followed by 20 min of math (arithmetic \& word-problem solving) intervention.

Study Details

The goal of this clinical trial is to test the effects of an innovative intervention designed to improve math skills in first graders at risk for math disabilities. The main questions the trial aims to answer are: * Does combining a math word problem solving intervention with a working memory intervention improve math to a greater extent than the same math intervention without cognitive training? * Do the findings provide evidence for bidirectional effects on development? In other words, does working memory support math learning and does math learning support working memory development? Screening for eligibility will take place in two testing sessions. Students who meet the eligibility criteria will be randomly assigned to one of three groups: 1. One treatment group will receive a validated treatment for math word problem solving plus computerized working memory training. 2. Another treatment group will receive the same validated math treatment plus computerized reading instruction. 3. A control group will receive the conventional school math program, including any additional school-provided intervention. Participants in both treatment groups will receive 35 minutes of tutoring three times per week for 15 weeks. Children who are selected to participate in the study will be tested once before this project's intervention begins; twice after intervention starts; twice after intervention ends; and once near the end of second grade to see how long effects last.

Key Dates

Start date
Aug 1, 2025
Status verified
Oct 2025
Primary completion
Apr 30, 2030
Completion
Apr 30, 2030

Study Design

Enrollment
300 participants (estimated)
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT

Arms

  • Experimental: Coordinated Treatment
    The coordinated treatment group receives standard-of-care math treatment + computerized working memory training, provided contiguously \& with coordinated supports for cross-domain transfer.
  • Active Comparator: Math Treatment
    The math treatment group receives standard-of-care math treatment + computerized reading instructional activities.
  • No Intervention: Control
    The control group receives only the conventional school program, including classroom instruction and school-provided intervention.

Primary Outcome Measure

Arithmetic Combinations (Fuchs et al., 2003) [ Time Frame: Pretest before treatment begins, 5 weeks after treatment starts, 10 weeks after treatment starts, 15 weeks after treatment starts, 20 weeks after treatment starts, 1 year + 20 weeks after treatment starts ]

Central Contacts

Locations (1)

FacilityCityStateZIPSite coordinators
Vanderbilt UniversityNashvilleTennessee372032417-

Find similar trials in Nashville, TN

By research site
Vanderbilt University· Nashville, TN

Related Studies