Frontiers in psychology

behavioural neurology

parkinsonism & related disorders

Currents in pharmacy teaching & learning

cortex; a journal devoted to the study of the nervous system and behavior

New directions for child and adolescent development

neurocase

american family physician

trends in neuroscience and education

[1] Substantiating synesthesia: a novel aid in a case of grapheme-colour synesthesia and concomitant dyscalculia.

[2] Specific Learning Disabilities: The Family Physician's Role.

[3] Are specific learning disorders truly specific, and are they disorders?

[4] Near optimal encoding of numerosity in typical and dyscalculic development.

[5] Heterosis in COMT Val158Met Polymorphism Contributes to Sex-Differences in Children's Math Anxiety.

[6] Cognitive Rehabilitation of Acquired Calculation Disturbances.

[7] Understanding Comorbidity Between Specific Learning Disabilities.

[8] Connections Between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities.

[9] De-novo KMT2B mutation in a consanguineous family: 15-Year follow-up of an Afghan dystonia patient.

[10] meta-analysis of the effectiveness of educational and therapeutic interventions on the four classes of learning disorders

[11] an extension of the procedural deficit hypothesis from developmental language disorders to mathematical disability

[12] Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia.

[13] Substantiating synesthesia: a novel aid in a case of grapheme-colour synesthesia and concomitant dyscalculia.

[14] Modal-independent Pattern Recognition Deficit in Developmental Dyscalculia Adults: Evidence from Tactile and Visual Enumeration.

[15] Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception.

[16] Enumeration and Alertness in Developmental Dyscalculia.

[17] Developmental Dyscalculia and Down Syndrome: Indicative Evidence

[18] Developmental Dyscalculia in Adults: Beyond Numerical Magnitude Impairment

[19] Associative cognitive factors of math problems in students diagnosed with developmental dyscalculia

[20] Developmental Dyscalculia is Characterized by Order Processing Deficits: Evidence from Numerical and Non-Numerical Ordering Tasks

[21] Relation between mathematical performance, math anxiety, and affective priming in children with and without developmental dyscalculia

[22] Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety

[23] Functional hyperconnectivity vanishes in children with developmental dyscalculia after numerical intervention

[24] Analyzing global components in developmental dyscalculia and dyslexia

[25] Conceptual size in developmental dyscalculia and dyslexia

[26] Longitudinal brain development of numerical skills in typically developing children and children with developmental dyscalculia

[27] Identifying Developmental Dyscalculia: Perspective of primary school teachers

[28] Developmental dyscalculia and automatic magnitudes processing: Investigating interference effects between area and perimeter

[29] Numeracy deficits scrutinized: Evidences of primary developmental dyscalculia

[30] Predictors of primary school teachers’ knowledge about developmental dyscalculia

[31] Adolescents with developmental dyscalculia do not have a generalized magnitude deficit – Processing of discrete and continuous magnitudes

[32] Heterogeneity of developmental dyscalculia: Cases with different deficit profiles

[33] Nonverbal learning disabilities and developmental dyscalculia: Differential diagnosis of two Brazilian children

[34] WISC-IV profile in Developmental Dyscalculia and relationship between WISC-IV and Battery for Developmental Dyscalculia (BDE) in a clinical sample of children with learning difficulties of specific learning disabilities

[35] Probing the nature of deficits in the 'Approximate Number System' in children with persistent Developmental Dyscalculia

[36] Developmental dyscalculia: A deficit in the approximate number system or an access deficit?

[37] The prevalence of developmental dyscalculia in Brazilian public school system

[38] The nosological status of developmental dyscalculia

[39] Neurocognitive accounts of developmental dyscalculia and its remediation

[40] Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia

[41] Associative Cognitive Factors of Math Problems in Students Diagnosed With Developmental Dyscalculia

[42] Time processing in dyscalculia

[43] A Neuropsychological Approach of Developmental Dyscalculia and a Screening Test Via a Web Application

[44] Commentary on Development of magnitude processing in children with developmental dyscalculia: space, time, and number

[45] Persistence of Developmental Dyscalculia

[46] Neuroanatomical correlates of developmental dyscalculia: combined evidence from morphometry and tractography

[47] Dyscalculia: Characteristics, Causes, and Treatments