Vol. 1, Issue 12, Part I (2015)

Abstract
Dyscalculia is a term used to describe a learning disability associated with difficulty in using, understanding, and manipulating numbers. Dyscalculia is an evident and consistent underachievement in mathematics that cannot be explained by health, sensory, intelligence, environmental factors, or as a result of poor instruction. Currently there is a debate amongst scholars regarding the most accurate model for diagnosing dyscalculia. Given the ongoing debate regarding dyscalculia diagnosis, this review of current scholarly literature was conducted to evaluate the diagnostic utility of three models of dyscalculia identification: Aptitude-Achievement Discrepancy (AAD), Response to Intervention (RTI) Low Achievement (LA). A summary of each relevant study is provided, the diagnostic utility of each identification model is discussed, and implications for future research are made. Future implications include a need for research that further explores the underlying cognitive processing deficits associated with dyscalculia, the need for extensive longitudinal studies that examine the persistence of dyscalculia throughout all grade levels, and a recommendation of a hybrid model of dyscalculia classification.