phase words into phonemes and numbers into singletons (e.g., understanding that 3 is 1 and 1 and 1) ( Butterworth, 2005 ; Sarama and Clements, 2009 ; Wagner et al., 1993 ). The ability to identify the part nature of words and numbers predicts the flexibility to read ( Adams, 1990 ; Stanovich and Siegel, 1994 ) and to compute ( Geary, 1990 , 1993 ). Along with these similarities in typical developmental pathways, many youngsters with learning disabilities experience deficits in competencies associated to each language/literacy and numeracy ( Geary, 1993 ; Hecht et al., 2001 ; NRC, 1998 ). Each training and experience can make a difference, as evidenced by information from the newest worldwide Tendencies in Worldwide Mathematics
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