The study examined whether developmental deficits in reading and numerical skills could be expressed in terms of global factors by reference to the rate and amount (RAM) and difference engine (DEM) models. From a sample of 325 fifth grade children, we identified 5 children with dyslexia, 16 with dyscalculia, 7 with a “mixed pattern,” and 49 control children.
Present single case proves the effectiveness of a theory-based cognitive treatment on numerical and calculation abilities in developmental age. Both evaluation and treatment were designed on the bases of current models of numerical cognition, in particular Von Aster's developmental model. At the age of 7.4 years, HT was referred for a serious delay in the acquisition of numerical skills involving all numerical and calculation skills (written calculations, numerical knowledge, accuracy, rapidity).
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