Math Learning DisabilityNCT07778706
Intervention on Mathematical Problem-Solving Skills
A study testing Speeded practice training and Arithmetic strategy training in people with Math Learning Disability and Learning Disabilities, run by Stanford University at 1 site in United States.
Trial 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. Read more about this study
- Who is it for?
- Ages 6 to 12 yearsHealthy volunteers can take part
- Conditions the study is for
- Math Learning Disability, Learning Disabilities, Learning Disabilities, Child
- What is being tested?
- Speeded practice training and Arithmetic strategy training
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 160 participants
- Where
- 1 siteUnited States
- Study dates
- Sep 2026to Sep 2031
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 6 to 12 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Elementary school-aged children starting from first grade (6-12 years old)
- Intelligence Quotient: Participants with a Full Scale Intelligence Quotient is greater than 70 on the Wechsler Abbreviated Scale of Intelligence Quotient
- Identification of Mathematical Learning Disabilities: Scores below the 20th percentile on two or more Wechsler Individual Achievement Test, Fourth Edition math subtests
- Identification of typically developing children: Scores at or above the 50th percentile on two or more Wechsler Individual Achievement Test, Fourth Edition math subtests
- Normal or corrected-to-normal vision and no hearing impairments
- Inclusion in MRI scan session: Right-handed
Who cannot join
- History of neurological or psychiatric disorder (i.e., schizophrenia, psychosis, depression, or attention deficit hyperactivity disorder)
- History of trauma involving head injury
- Consistent psychiatric medications
- Exclusion from magnetic resonance imaging scan session: No major contraindication for magnetic resonance imaging (braces, metal implants, pacemakers, vascular stents, metallic ear tubes, consistent exposure to metal, or claustrophobia)
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
United States1 site
Stanford University
Palo Alto, California, 94304
Zehra E Unal, Ph.D., 7376150834, zehraeu@stanford.edu
Vinod Menon, Ph.D.
About this study
Official title: Interventions in Math Learning Disabilities: Cognitive and Neural Correlates
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.
- Conditions
- Math Learning Disability, Learning Disabilities, Learning Disabilities, Child, Dyscalculia, Child Development
- Being tested
- Speeded practice training, Arithmetic strategy training
- Keywords
- Mathematical Learning Disabilities, Numerical skills in children, Low math abilities, Early Intervention, Educational
- Medical subject headings
- Dyscalculia, Learning Disabilities
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Speeded practice trainingBehavioural
Speeded practice training includes activities that focus solely on enhancing arithmetic fluency.
Arithmetic strategy trainingBehavioural
Arithmetic strategy training includes activities that progressively develop the efficient use of arithmetic problem-solving strategies.
| Study group | Role | What they receive |
|---|---|---|
| Arithmetic strategy training | Experimental | Participants complete 6 weeks of activities, 1-hour hybrid sessions daily for 3 days per week (in total 18 sessions), that progressively develop the efficient use of arithmetic problem-solving strategies. Before and after training, participants complete arithmetic problem-solving tasks during neuroimaging sessions. Receives: Behavioral: Arithmetic strategy training |
| Speeded practice training | Active comparator | Participants complete 6 weeks of activities, 1-hour hybrid sessions daily for 3 days per week (in total 18 sessions), that focus solely on enhancing arithmetic fluency. Before and after training, participants complete arithmetic problem-solving tasks during neuroimaging sessions. Receives: Behavioral: Speeded practice training |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change from baseline in arithmetic task performance (reaction time)
Performance will be measured by children's reaction time (milliseconds) on arithmetic task
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in arithmetic task performance (accuracy)
Performance will be measured by children's accuracy (% trials correct) on arithmetic task
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in latent cognitive measures of arithmetic task performance (drift rate)
Latent cognitive processing will be measured by drift rate from children's arithmetic task performance
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in latent cognitive measures of arithmetic performance (post-error adjustment)
Latent cognitive processing will be measured by post-error adjustment from children's arithmetic task performance
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in brain activation during arithmetic task performance
Neural activity will be measured during a functional magnetic resonance imaging arithmetic task. Data will consist of beta values from individual-subject contrast maps for the Small vs. Large contrast in the whole-brain general linear modeling functional magnetic resonance imaging analysis.
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in brain representation during arithmetic task performance
Neural activity will be measured during the functional magnetic resonance imaging arithmetic task. Data will consist of spatial correlations of voxel-wise brain activation between Trained vs. Rest and Untrained vs. Rest contrasts for individual subjects.
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in brain connectivity during arithmetic task performance
Neural activity will be measured during the functional magnetic resonance imaging arithmetic task. Data will consist of generalized psychophysiological interaction beta values from individual subject contrast maps for Small vs.
Large contrast.
Measured: Baseline and post-intervention (after 6 weeks)
Secondary outcomes (2)
Change from baseline in untrained arithmetic task performance (reaction time)
Performance will be measured by children's reaction time (milliseconds) on untrained arithmetic task
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in untrained arithmetic task performance (accuracy)
Performance will be measured by children's accuracy (% trials correct) on untrained arithmetic task
Measured: Baseline and post-intervention (after 6 weeks)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted21 Aug 2026
- Study startSep 2026 (estimated)
- Primary completionSep 2031 (estimated)
- Study completionSep 2031 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Math Learning DisabilityStudies of the same condition, open and under way.
- More trials run by Stanford UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 160 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Stanford University
- Sponsor type
- University, hospital or other
- Collaborators
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Responsible party
- Principal investigator, Vinod Menon, Stanford University
- Investigators
- Vinod Menon, Ph.D., Principal investigator, Stanford University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07778706
- Sponsor's protocol ID
- 87897
- Other IDs
- R01HD059205
- Status last verified
- Aug 2026
- First submitted
- 18 Aug 2026
- Last updated
- 24 Aug 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 24 Aug 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Interventions in Math Learning Disabilities: Cognitive and Neural Correlates
- ClinicalTrials.gov ID
- NCT07778706
- Acronym / sponsor ID
- 87897
- Conditions
- Math Learning Disability, Learning Disabilities, Learning Disabilities, Child, Dyscalculia, Child Development
- Keywords
- Mathematical Learning Disabilities, Numerical skills in children, Low math abilities, Early Intervention, Educational
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 160 participants (estimated)
- Lead sponsor
- Stanford UniversityUniversity, hospital or other
- Collaborators
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Study start
- Sep 2026 (estimated)
- Primary completion
- Sep 2031 (estimated)
- Study completion
- Sep 2031 (estimated)
- First posted
- 21 Aug 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Arithmetic strategy training | Experimental | Behavioral: Arithmetic strategy trainingParticipants complete 6 weeks of activities, 1-hour hybrid sessions daily for 3 days per week (in total 18 sessions), that progressively develop the efficient use of arithmetic problem-solving strategies. Before and after training, participants complete arithmetic problem-solving tasks during neuroimaging sessions. |
| Speeded practice training | Active comparator | Behavioral: Speeded practice trainingParticipants complete 6 weeks of activities, 1-hour hybrid sessions daily for 3 days per week (in total 18 sessions), that focus solely on enhancing arithmetic fluency. Before and after training, participants complete arithmetic problem-solving tasks during neuroimaging sessions. |
Who may qualify
- Ages
- 6 to 12 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (6 listed)
- Elementary school-aged children starting from first grade (6-12 years old)
- Intelligence Quotient: Participants with a Full Scale Intelligence Quotient is greater than 70 on the Wechsler Abbreviated Scale of Intelligence Quotient
- Identification of Mathematical Learning Disabilities: Scores below the 20th percentile on two or more Wechsler Individual Achievement Test, Fourth Edition math subtests
- Identification of typically developing children: Scores at or above the 50th percentile on two or more Wechsler Individual Achievement Test, Fourth Edition math subtests
- Normal or corrected-to-normal vision and no hearing impairments
Key exclusion criteria (4 listed)
- History of neurological or psychiatric disorder (i.e., schizophrenia, psychosis, depression, or attention deficit hyperactivity disorder)
- History of trauma involving head injury
- Consistent psychiatric medications
- Exclusion from magnetic resonance imaging scan session: No major contraindication for magnetic resonance imaging (braces, metal implants, pacemakers, vascular stents, metallic ear tubes, consistent exposure to metal, or claustrophobia)
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Speeded practice trainingSpeeded practice training includes activities that focus solely on enhancing arithmetic fluency. | Behavioural | Speeded practice training |
| Arithmetic strategy trainingArithmetic strategy training includes activities that progressively develop the efficient use of arithmetic problem-solving strategies. | Behavioural | Arithmetic strategy training |
Primary outcome
Change from baseline in arithmetic task performance (reaction time)
Time frame: Baseline and post-intervention (after 6 weeks)
Performance will be measured by children's reaction time (milliseconds) on arithmetic task
Change from baseline in arithmetic task performance (accuracy)
Time frame: Baseline and post-intervention (after 6 weeks)
Performance will be measured by children's accuracy (% trials correct) on arithmetic task
Change from baseline in latent cognitive measures of arithmetic task performance (drift rate)
Time frame: Baseline and post-intervention (after 6 weeks)
Latent cognitive processing will be measured by drift rate from children's arithmetic task performance
Change from baseline in latent cognitive measures of arithmetic performance (post-error adjustment)
Time frame: Baseline and post-intervention (after 6 weeks)
Latent cognitive processing will be measured by post-error adjustment from children's arithmetic task performance
Change from baseline in brain activation during arithmetic task performance
Time frame: Baseline and post-intervention (after 6 weeks)
Neural activity will be measured during a functional magnetic resonance imaging arithmetic task. Data will consist of beta values from individual-subject contrast maps for the Small vs. Large contrast in the whole-brain general linear modeling functional magnetic resonance imaging analysis.
Change from baseline in brain representation during arithmetic task performance
Time frame: Baseline and post-intervention (after 6 weeks)
Neural activity will be measured during the functional magnetic resonance imaging arithmetic task. Data will consist of spatial correlations of voxel-wise brain activation between Trained vs. Rest and Untrained vs. Rest contrasts for individual subjects.
Change from baseline in brain connectivity during arithmetic task performance
Time frame: Baseline and post-intervention (after 6 weeks)
Neural activity will be measured during the functional magnetic resonance imaging arithmetic task. Data will consist of generalized psychophysiological interaction beta values from individual subject contrast maps for Small vs. Large contrast.
2 secondary outcomes
Change from baseline in untrained arithmetic task performance (reaction time)
Time frame: Baseline and post-intervention (after 6 weeks)
Change from baseline in untrained arithmetic task performance (accuracy)
Time frame: Baseline and post-intervention (after 6 weeks)
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 24 Aug 2026.
- Individual participant dataSharing planned: No
Related trials for Math Learning Disability
Recruiting
Interventions in Mathematics and Cognitive Skills
Math Learning Disability, Child Development
Recruiting
Understanding Cognitive-Academic Bidirectionality in Math Learning Disabilities
Math Learning Disability
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Vinod Menon, Ph.D. principal investigator
Stanford University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Speeded practice training and Arithmetic strategy training in people with Math Learning Disability and Learning Disabilities, run by Stanford University at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 6 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 24 Aug 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Each site lists its own contact: choose the nearest one under Trial locations. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change from baseline in arithmetic task performance (reaction time) (time frame: Baseline and post-intervention (after 6 weeks)). The study lists 7 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 24 Aug 2026.