Commentary on Early Identification and Intervention for Students With Mathematics Difficulties

exhibit some form of mathematics dis-abilities (MD) and long-term problems associated with mathematics difficul-ties (Geary, 2004; Griffin & Case, 1997). With many of these students, reading disabilities (RD) and attention-deficit/ hyperactivity disorder (ADHD) have been identified as comorbid disorders (Geary, 2004; Gross-Tsur et al., 1996). For some students, mathematical diffi-culties or disabilities may be observed as a developmental delay in proce-dural strategies, whereas other students may demonstrate developmentally dif-ferent characteristics that remain per-sistent across the grades (Geary, 1993;