Page No 9-17
Alireza Beygi, Prakash Padakannaya, and Gowramma, I. P.
University of Mysore, Mysore
This study investigated the impact of remedial intervention on students’ performance
with dyscalculia in teaching addition and subtraction. Forty male students with
dyscalculia (20 in experimental, and 20 in control groups) from fourth and fifth
grades in Arak, Iran were the participants. The experimental group received a
remedial program in addition to their regular classroom teaching (every other day).
Data analysis indicated a significant increase in the subtraction and addition
performance after remedial intervention. The article discusses implications for
teachers, administers, researchers, teacher training institutions, and students with
learning disabilities.