A. Wilson, S. Dehaene, P. Pinel, S. Revkin, L. Cohen et al., Principles underlying the design of "The Number Race", an adaptive computer game for remediation of dyscalculia, Behavioral and Brain Functions, vol.2, issue.1, p.19, 2006.
DOI : 10.1186/1744-9081-2-19

URL : https://hal.archives-ouvertes.fr/inserm-00089885

R. Shalev and V. Gross-tsur, Developmental Dyscalculia and Medical Assessment, Journal of Learning Disabilities, vol.26, issue.2, pp.134-137, 1993.
DOI : 10.1177/002221949302600206

R. Shalev and V. Gross-tsur, Developmental dyscalculia, Pediatric Neurology, vol.24, issue.5, pp.337-342, 2001.
DOI : 10.1016/S0887-8994(00)00258-7

B. Butterworth, Developmental dyscalculia, Handbook of Mathematical Cognition Edited by, 2005.

A. Wilson, S. Dehaene, G. Dawson, and K. Fischer, Number sense and developmental dyscalculia, Human Behavior and the Developing Brain

. Dowker, Early Identification and Intervention for Students With Mathematics Difficulties, Journal of Learning Disabilities, vol.38, issue.4, pp.324-332, 2005.
DOI : 10.1177/00222194050380040801

D. Geary, Mathematics and Learning Disabilities, Journal of Learning Disabilities, vol.37, issue.1, pp.4-15, 2004.
DOI : 10.1177/00222194040370010201

R. Shalev, Developmental Dyscalculia, Journal of Child Neurology, vol.31, issue.7, pp.765-771, 2004.
DOI : 10.1177/08830738040190100601

B. Butterworth, The development of arithmetical abilities, Journal of Child Psychology and Psychiatry, vol.26, issue.1, pp.3-18, 2005.
DOI : 10.1016/S0010-0277(99)00066-9

D. Geary, C. Bow-thomas, and Y. Yao, Counting knowledge and skill in cognitive addition: A comparison of normal and mathematically disabled children, Journal of Experimental Child Psychology, vol.54, issue.3, pp.372-391, 1992.
DOI : 10.1016/0022-0965(92)90026-3

D. Geary, C. Hamson, and M. Hoard, Numerical and Arithmetical Cognition: A Longitudinal Study of Process and Concept Deficits in Children with Learning Disability, Journal of Experimental Child Psychology, vol.77, issue.3, pp.236-263, 2000.
DOI : 10.1006/jecp.2000.2561

D. Geary, M. Hoard, and C. Hamson, Numerical and Arithmetical Cognition: Patterns of Functions and Deficits in Children at Risk for a Mathematical Disability, Journal of Experimental Child Psychology, vol.74, issue.3, pp.213-239, 1999.
DOI : 10.1006/jecp.1999.2515

D. Geary, A componential analysis of an early learning deficit in mathematics, Journal of Experimental Child Psychology, vol.49, issue.3, pp.363-383, 1990.
DOI : 10.1016/0022-0965(90)90065-G

D. Geary, S. Brown, and V. Samaranayake, Cognitive addition: A short longitudinal study of strategy choice and speed-of-processing differences in normal and mathematically disabled children., Developmental Psychology, vol.27, issue.5, pp.787-797, 1991.
DOI : 10.1037/0012-1649.27.5.787

N. Jordan and T. Montani, Cognitive Arithmetic and Problem Solving: A Comparison of Children with Specific and General Mathematics Difficulties, Journal of Learning Disabilities, vol.30, issue.6, pp.624-634, 1997.
DOI : 10.1177/002221949703000606

N. Badian, Persistent arithmetic, reading, or arithmetic and reading disability, Annals of Dyslexia, vol.28, issue.1, pp.45-70, 1999.
DOI : 10.1007/s11881-999-0019-8

H. Ginsburg, Mathematics Learning Disabilities: A View From Developmental Psychology, Journal of Learning Disabilities, vol.30, issue.1, pp.20-33, 1997.
DOI : 10.1177/002221949703000102

V. Gross-tsur, O. Manor, and R. Shalev, DEVELOPMENTAL DYSCALCULIA: PREVALENCE AND DEMOGRAPHIC FEATURES, Developmental Medicine & Child Neurology, vol.34, issue.1, pp.25-33, 1996.
DOI : 10.1111/j.1469-8749.1996.tb15029.x

J. Kirby and L. Becker, Cognitive Components of Learning Problems in Arithmetic, Remedial and Special Education, vol.9, issue.5, pp.7-16, 1988.
DOI : 10.1177/074193258800900504

C. Lewis, G. Hitch, and P. Walker, The Prevalence of Specific Arithmetic Difficulties and Specific Reading Difficulties in 9- to 10-year-old Boys and Girls, Journal of Child Psychology and Psychiatry, vol.44, issue.2, pp.283-292, 1994.
DOI : 10.1037//0012-1649.20.2.200

S. Ostad, Developmental differences in addition strategies: a comparison of mathematically disabled and mathematically normal children, British Journal of Educational Psychology, vol.67, issue.3, pp.345-357, 1997.
DOI : 10.1111/j.2044-8279.1997.tb01249.x

S. Ostad, Developmental progression of subtraction strategies: a comparison of mathematically normal and mathematically disabled children, European Journal of Special Needs Education, vol.116, issue.1, pp.21-36, 1999.
DOI : 10.2307/1130252

D. Geary, Mathematical disabilities: Reflections on cognitive, neuropsychological, and genetic components, Learning and Individual Differences, vol.20, issue.2, pp.345-362, 1993.
DOI : 10.1016/j.lindif.2009.10.008

URL : http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2821095

M. Bruandet, N. Molko, L. Cohen, and S. Dehaene, A cognitive characterization of dyscalculia in Turner syndrome, Neuropsychologia, vol.42, issue.3, pp.288-298, 2004.
DOI : 10.1016/j.neuropsychologia.2003.08.007

S. Rivera, V. Menon, C. White, B. Glaser, and A. Reiss, Functional brain activation during arithmetic processing in females with fragile X syndrome is related toFMR1 protein expression, Human Brain Mapping, vol.37, issue.4, pp.206-218, 2002.
DOI : 10.1002/hbm.10048

S. Eliez, C. Blasey, V. Menon, C. White, J. Schmitt et al., Functional brain imaging study of mathematical reasoning abilities in velocardiofacial syndrome (del22q11.2), Genetics in Medicine, vol.3, issue.1, pp.49-55, 2001.
DOI : 10.1097/00125817-200101000-00011

E. Isaacs, C. Edmonds, A. Lucas, and D. Gadian, Calculation difficulties in children of very low birthweight: A neural correlate, Brain, vol.124, issue.9, pp.1701-1707, 2001.
DOI : 10.1093/brain/124.9.1701

K. Kopera-frye, S. Dehaene, and A. Streissguth, Impairments of number processing induced by prenatal alcohol exposure, Neuropsychologia, vol.34, issue.12, pp.1187-1196, 1996.
DOI : 10.1016/0028-3932(96)00043-7

B. Rourke, Arithmetic Disabilities, Specific and Otherwise: A Neuropsychological Perspective, Journal of Learning Disabilities, vol.26, issue.4, pp.214-226, 1993.
DOI : 10.1177/002221949302600402

N. Jordan and L. Hanich, Mathematical Thinking in Second-Grade Children with Different Forms of LD, Journal of Learning Disabilities, vol.33, issue.6, pp.567-578, 2000.
DOI : 10.1177/002221940003300605

L. Hanich, N. Jordan, D. Kaplan, and J. Dick, Performance across different areas of mathematical cognition in children with learning difficulties., Journal of Educational Psychology, vol.93, issue.3, pp.615-626, 2001.
DOI : 10.1037/0022-0663.93.3.615

N. Jordan, L. Hanich, and D. Kaplan, A Longitudinal Study of Mathematical Competencies in Children With Specific Mathematics Difficulties Versus Children With Comorbid Mathematics and Reading Difficulties, Child Development, vol.26, issue.5, pp.834-850, 2003.
DOI : 10.1037//0096-3445.127.4.377

M. Mlmm and G. Myers, Complexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age Years, Annals of Dyslexia, vol.53, p.218, 2003.

K. Landerl, A. Bevan, and B. Butterworth, Developmental dyscalculia and basic numerical capacities: a study of 8???9-year-old students, Cognition, vol.93, issue.2, pp.99-125, 2004.
DOI : 10.1016/j.cognition.2003.11.004

L. Rousselle and M. Noel, Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing, Cognition, vol.102, issue.3
DOI : 10.1016/j.cognition.2006.01.005

N. Jordan, L. Hanich, and D. Kaplan, Arithmetic fact mastery in young children: A longitudinal investigation, Journal of Experimental Child Psychology, vol.85, issue.2, pp.103-119, 2003.
DOI : 10.1016/S0022-0965(03)00032-8

C. Temple, Procedural Dyscalculia and Number Fact Dyscalculia: Double Dissociation in Developmental Dyscalculia, Cognitive Neuropsychology, vol.34, issue.2, pp.155-176, 1991.
DOI : 10.1111/j.2044-8295.1983.tb01883.x

S. Dehaene, Précis of the number sense. Mind and Language, pp.16-36, 2001.

S. Dehaene, The Number Sense: How the Mind Creates Mathematics Oxford, 1997.

D. Berch, Making Sense of Number Sense: Implications for Children With Mathematical Disabilities, Journal of Learning Disabilities, vol.38, issue.4, pp.333-339, 2005.
DOI : 10.1177/00222194050380040901

L. Feigenson, S. Dehaene, and E. Spelke, Core systems of number, Trends in Cognitive Sciences, vol.8, issue.7, pp.307-314, 2004.
DOI : 10.1016/j.tics.2004.05.002

M. Noël, L. Rousselle, and C. Mussolin, Magnitude representation in children: Its development and dysfunction, Handbook of Mathematical Cognition Edited by, 2005.

P. Pica, C. Lemer, V. Izard, and S. Dehaene, Exact and Approximate Arithmetic in an Amazonian Indigene Group, Science, vol.306, issue.5695, pp.499-503, 2004.
DOI : 10.1126/science.1102085

J. Cantlon, E. Brannon, E. Carter, and K. Pelphrey, Functional Imaging of Numerical Processing in Adults and 4-y-Old Children, PLoS Biology, vol.18, issue.5, p.125, 2006.
DOI : 10.1371/journal.pbio.0040125.t001

S. Dehaene, M. Piazza, P. Pinel, and L. Cohen, THREE PARIETAL CIRCUITS FOR NUMBER PROCESSING, Cognitive Neuropsychology, vol.417, issue.6885, pp.487-506, 2003.
DOI : 10.1080/02643290244000239

M. Piazza, V. Izard, P. Pinel, L. Bihan, D. Dehaene et al., Tuning Curves for Approximate Numerosity in the Human Intraparietal Sulcus, Neuron, vol.44, issue.3, pp.547-555, 2004.
DOI : 10.1016/j.neuron.2004.10.014

URL : https://hal.archives-ouvertes.fr/hal-00349682

K. Koontz and D. Berch, Identifying Simple Numerical Stimuli: Processing Inefficiencies Exhibited by Arithmetic Learning Disabled Children, Mathematical Cognition, vol.2, issue.1, pp.1-23, 1996.
DOI : 10.3758/BF03202432

O. Rubinsten and A. Henik, Automatic Activation of Internal Magnitudes: A Study of Developmental Dyscalculia., Neuropsychology, vol.19, issue.5, p.641, 2005.
DOI : 10.1037/0894-4105.19.5.641

D. Chard, C. B. Baker, S. Otterstedt, J. Braun, D. Katz et al., Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings, Assessment for Effective Intervention, vol.30, issue.2, pp.3-14, 2005.
DOI : 10.1177/073724770503000202

B. Clarke and M. Shinn, A Preliminary Investigation Into the Identification and Development of Early Mathematics Curriculum-Based Measurement, School Psych Rev, vol.33, pp.234-248, 2004.

R. Gersten, N. Jordan, and J. Flojo, Early Identification and Interventions for Students With Mathematics Difficulties, Journal of Learning Disabilities, vol.38, issue.4, pp.293-304, 2005.
DOI : 10.1177/00222194050380040301

M. Mazzocco and R. Thompson, Kindergarten Predictors of Math Learning Disability. Learning Disabilities Research and Practice, pp.142-155, 2005.

N. Molko, A. Cachia, D. Riviere, J. Mangin, M. Bruandet et al., Functional and Structural Alterations of the Intraparietal Sulcus in a Developmental Dyscalculia of Genetic Origin, Neuron, vol.40, issue.4, pp.847-858, 2003.
DOI : 10.1016/S0896-6273(03)00670-6

URL : https://hal.archives-ouvertes.fr/hal-00349694

R. Gersten and D. Chard, Number Sense: Rethinking Arithmetic Instruction for Students with Mathematical Disabilities, The Journal of Special Education, vol.33, issue.1, p.18, 1999.
DOI : 10.1177/002246699903300102

M. Mazzocco, Challenges in Identifying Target Skills for Math Disability Screening and Intervention, Journal of Learning Disabilities, vol.38, issue.4, pp.318-323, 2005.
DOI : 10.1177/00222194050380040701

S. Dehaene and L. Cohen, Towards an anatomical and functional model of number processing, Mathematical Cognition, vol.1, pp.83-120, 1995.

L. Cohen and S. Dehaene, CALCULATING WITHOUT READING: UNSUSPECTED RESIDUAL ABILITIES IN PURE ALEXIA, Cognitive Neuropsychology, vol.30, issue.6, pp.563-583, 2000.
DOI : 10.1093/brain/103.1.99

C. Lemer, S. Dehaene, E. Spelke, and L. Cohen, Approximate quantities and exact number words: dissociable systems, Neuropsychologia, vol.41, issue.14, pp.1942-1958, 2003.
DOI : 10.1016/S0028-3932(03)00123-4

C. Robinson, B. Menchetti, and J. Torgesen, Toward a Two-Factor Theory of One Type of Mathematics Disabilities. Learning Disabilities: Research and Practice, p.81, 2002.

D. Wechsler, Echelle d'intelligence de Wechsler pour enfants, troisième édition (WISC-III). Paris: Les Editions du Centrede Psychologie Appliquée, 1991.

J. Sattler, Assessment of Children 3rd edition, 1992.

W. Schneider, A. Eschman, and A. Zuccolotto, E-Prime Users Guide, 2002.

G. Mandler and B. Shebo, Subitizing: An analysis of its component processes., Journal of Experimental Psychology: General, vol.111, issue.1, pp.1-21, 1982.
DOI : 10.1037/0096-3445.111.1.1

N. Zbrodoff and G. Logan, What everyone finds: The problemsize effect. In Handbook of Mathematical Cognition Edited by: Campbell JD, pp.331-346

R. Moyer and T. Landauer, Time required for Judgements of Numerical Inequality, Nature, vol.3, issue.5109, pp.1519-1520, 1967.
DOI : 10.1038/2151519a0

M. Ashcraft, Cognitive arithmetic: A review of data and theory, Cognition, vol.44, issue.1-2, pp.75-106, 1992.
DOI : 10.1016/0010-0277(92)90051-I

R. Sekuler and D. Mierkiewicz, Children's Judgments of Numerical Inequality, Child Development, vol.48, issue.2, pp.630-633, 1977.
DOI : 10.2307/1128664

C. Green and D. Bavelier, Action video game modifies visual selective attention, Nature, vol.423, issue.6939, pp.534-537, 2003.
DOI : 10.1038/nature01647

L. Fuchs, D. Compton, D. Fuchs, K. Paulsen, J. Bryant et al., The Prevention, Identification, and Cognitive Determinants of Math Difficulty., Journal of Educational Psychology, vol.97, issue.3, p.493, 2005.
DOI : 10.1037/0022-0663.97.3.493

J. Torgesen, Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches, Journal of Learning Disabilities, vol.34, issue.1, p.33, 2001.
DOI : 10.1177/002221940103400104

L. Ehri, S. Nunes, D. Willows, B. Schuster, Z. Yaghoub-zadeh et al., Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis, Reading Research Quarterly, vol.77, issue.3, p.250, 2001.
DOI : 10.1598/RRQ.36.3.2

G. Eden, The role of neuroscience in the remediation of students with dyslexia, Nature Neuroscience, vol.5, issue.Supp, pp.1080-1084, 2002.
DOI : 10.1038/nn946

S. Griffin, R. Case, and A. Capodilupo, Teaching for understanding: The importance of the central conceptual structures in the Publish with Bio Med Central and every scientist can read your work free of chargeBioMed Central will be the most significant development for disseminating the results of biomedical researc h in our lifetime Sir Paul Nurse, Cancer Research UK Your research papers will be: available free of charge to the entire biomedical community peer reviewed and published immediately upon acceptance cited in PubMed and archived on PubMed Central yours ? you keep the copyright Submit your manuscript here, BioMedcentral Behavioral and Brain Functions, vol.2, issue.21, pp.20-20, 2006.