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Demonstrates improved addition fluency in children, suggesting effective interventions for fluency issues.
= 47). Both domain-specific and cross-domain effects were investigated. The calculation group improved in single- and multi-digit addition fluency significantly more than the other two groups, while the progress in sentence and text reading fluency was not different in the reading intervention group compared with the other two groups. Also, neither intervention showed cross-domain effects. The results of this study add to the existing knowledge of pedagogical practices to support arithmetic and reading fluency in children with comorbid difficulties and lead us to consider the developmental and instructional differentiations between the skills.
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Pulkkinen et al. (2026) studied this question.
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