Abstract

The present study aimed at investigating the relationship between intellectual abilities and math achievement in children. With this aim was analyzed the relationship between performances at the WISC-IV intellectual scale and at the Battery for Developmental Dyscalculia (BDE) in a clinical sample of 156 children (103 with a diagnosis of specific learning disability and 53 Clinical Controls) that underwent assessment due to difficulties in academic achievement. Results showed that cognitive abilities related to both reasoning (fluid and crystallized) and executive functioning (verbal working memory and processing speed) are involved in math achievement, with different roles played for different math tasks. Verbal working memory and crystallized intelligence, as evaluated with Digit Span and Similarities subtests, were the functions most involved in math achievement, with the former more involved in tasks related to Number System and the latter more involved in tasks related to Calculation System. Furthermore, the degree of impairment of verbal working memory influenced the BDE profiles in the subgroup of children with Developmental Dyscalculia. Clinical implications of these results are presented and discussed.