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Intervention on Mathematical Problem-Solving Skills

NCT07778706 · Status: NOT_YET_RECRUITING · Phase: NA · Type: INTERVENTIONAL · Enrollment: 160

Last updated 2026-08-21

No results posted yet for this study

Summary

The purpose of this study is to investigate neurocognitive mechanisms underlying response to intervention aimed at enhancing and remediating weaknesses in arithmetic skills in children, including those with mathematical learning disabilities (MLD).

Conditions

  • Math Learning Disability
  • Learning Disabilities
  • Learning Disabilities, Child
  • Dyscalculia
  • Child Development

Interventions

BEHAVIORAL

Speeded practice training

Speeded practice training includes activities that focus solely on enhancing arithmetic fluency.

BEHAVIORAL

Arithmetic strategy training

Arithmetic strategy training includes activities that progressively develop the efficient use of arithmetic problem-solving strategies.

Sponsors & Collaborators

  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

    collaborator NIH

  • Stanford University

    lead OTHER

Principal Investigators

  • Vinod Menon, Ph.D. · Stanford University

Study Design

Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
NONE
Model
PARALLEL

Eligibility

Min Age
6 Years
Max Age
12 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2026-09-30
Primary Completion
2031-09-30
Completion
2031-09-30

Countries

  • United States

Study Locations

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Entities

Companies

Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT07778706 on ClinicalTrials.gov