# Understanding Cognitive-Academic Bidirectionality in Math Learning Disabilities

> **NIH HD R01** · VANDERBILT UNIVERSITY · 2026 · $681,843

## Abstract

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

## Key facts

- **NIH application ID:** 11378343
- **Project number:** 5R01HD115592-02
- **Recipient organization:** VANDERBILT UNIVERSITY
- **Principal Investigator:** Marcia A Barnes
- **Activity code:** R01 (R01, R21, SBIR, etc.)
- **Funding institute:** HD
- **Fiscal year:** 2026
- **Award amount:** $681,843
- **Award type:** 5
- **Project period:** 2025-08-01T00:00:00 → 2030-04-30T00:00:00

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/11378343

## Citation

> US National Institutes of Health, RePORTER application 11378343, Understanding Cognitive-Academic Bidirectionality in Math Learning Disabilities (5R01HD115592-02). Retrieved via AI Analytics 2026-07-14 from https://api.ai-analytics.org/grant/nih/11378343. Licensed CC0.

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