Download Studies in the literature report a high level of involvement of working memory (WM) in arithmetic tasks. However, there is currently no evidence of a causal relationship between dyscalculia and MWM deficits.
The aim of this project is to promote a series of reflections regarding the effectiveness of a combined intervention of verbal MDL and arithmetic skills, with the aim of improving the latter in two individual cases, each attending the fourth grade of primary school. Both children exhibited arithmetic difficulties within different clinical frameworks, since subject A. presented comorbidities of "Medium-level Dysorthography" and "Expressive Phonological Impairment," while subject B did not present any other neurodevelopmental disorders. The experimental design of this study consisted of three phases: a pre-treatment assessment on which the combined treatment was based, its delivery, and a post-rehabilitative evaluation.
Analyzing the results of the assessments carried out at the beginning and end of the proposed training, it is believed that the multicomponent intervention is effective due to the significant improvement in arithmetic skills and, albeit partially, also in the processes of processing and manipulating verbal and visuospatial information.