This study was designed to test the hypothesis that including children\u27s literature in the mathematics curriculum improves understanding of math concepts for children with learning disabilities. The subjects included 47 third grade students from a suburban school district outside of Rochester, New York. The children were divided into experimental and control groups. The control group received their regular mathematics curriculum, while the experimental group received the addition of children\u27s literature to the regular curriculum. No statistical significance was noted quantitatively, while qualitatively, improvements were noted in children\u27s attitudes and involvement with the curriculum
