PROJECT SUMMARY/ABSTRACT Despite important advances in the treatment of learning disabilities (LDs), the dominant approach to intervention—direct skills instruction—fails to meet the needs of 25-45% of LD students. This indicates the need to expand the framework for LD intervention science with innovative approaches. This clinical trial (CT) assesses the effects and mechanistic processes of an innovative approach to intervention guided by cognitive-academic mutualism theory, in which cognitive resources support development of academic competencies while academic tasks in turn exercise & strengthen cognitive abilities. The CT’s innovative intervention provides coordinated cognitive training & direct skills instruction with supports for transfer across domains. The academic focus is math: word-problem solving & arithmetic, both critical foundational skills. The cognitive focus is working memory (WM) because WM plays a central role in early math development. Participants are 6–8 years old, a critical age when WM malleability & beneficial effects between emerging skills are rich in opportunity and when school instruction on the targeted math competencies intensifies. Also, delays that remain at the end of 1st grade forecast math LDs. First-grade children selected for math delays and low WM are randomly assigned to: (1) standard-of-care direct skills math treatment + coordinated computerized WM training (the innovation; CO-Tx); (2) the same standard-of- care direct skills math treatment + the same amount of computer game-like instructional activities not involving WM or math (the contrast standard-of-care condition); & (3) control group (the conventional school program & maturation; CON). Treatment occurs 3 times per week for 15 weeks. The primary outcomes are word-problem solving, arithmetic, & WM. Innovative intervention’s added value over standard-of-care direct skills math treatment (without WM training) is tested at posttest & delayed posttest, with 1-year follow-up