Children with Specific Language Impairments: Curricular Opportunities and School Performance

Conti‐Ramsden, Gina; Donlan, Chris; Grove, John

doi:10.1111/j.1467-8578.1992.tb00416.x

Cited by 3 publications

(2 citation statements)

References 5 publications

(4 reference statements)

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“…Specifically, studies of one-to-one correspondence and magnitude comparison have shown that children with SLI have comparable accuracy (though slower performance) relative to TD peers. For example, Conti-Ramsden et al (1992) presented 7-year-old children with SLI and TD peers with random arrays of two to nine dots and asked them to touch each dot as they counted aloud. Children with SLI took longer to count the dots, but they were as accurate as their TD peers.…”

Section: Mathematical Knowledge In Children With Slimentioning

confidence: 99%

“…The majority of research on SLI has focused on the language impairments seen in these children (for detailed review, see Bishop, 1997; Leonard, 1998), but there is a growing body of work showing that children with SLI have deficits in mathematical abilities as well, often continuing into adulthood (e.g., Arvedson, 2002; Conti-Ramsden, Donlan, & Grove, 1992; Donlan, 2003; Fazio, 1994, 1996, 1997, 1999). …”

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confidence: 99%

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Knowledge of Mathematical Equivalence in Children With Specific Language Impairment: Insights From Gesture and Speech

Mainela-Arnold

Alibali

Ryan

et al. 2011

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Purpose This study investigated understanding of mathematical equivalence in children with and without specific language impairment (SLI). Method A total of 34 children (ages 8;1 [years;months] to 11;7), including 9 with expressive SLI (E-SLI), 8 with expressive and receptive SLI (ER-SLI), and 17 age-matched typically developing (TD) children completed addition and mathematical equivalence problems. The problem-solving strategies revealed in solutions and in gestural and verbal explanations were coded. Results The children with SLI were less accurate than their TD peers in solving addition and equivalence problems. None of the children in the ER-SLI group solved the equivalence problems correctly; however, the number of children who solved any of the equivalence problems correctly did not differ in the E-SLI and TD groups. Children in the ER-SLI group tended to express incorrect strategies for solving the equivalence problems in both gesture and speech, whereas children in the E-SLI group often expressed correct strategies in gestures, but incorrect strategies in speech. Conclusion Children with SLI showed delays in their knowledge of mathematical equivalence. Children with ER-SLI displayed greater delays than children with E-SLI. Children with E-SLI sometimes expressed more advanced knowledge in gestures, suggesting that their knowledge is represented in a nonverbal format.

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Section: Mathematical Knowledge In Children With Slimentioning

confidence: 99%

mentioning

confidence: 99%

Knowledge of Mathematical Equivalence in Children With Specific Language Impairment: Insights From Gesture and Speech

Mainela-Arnold

Alibali

Ryan

et al. 2011

LSHSS

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Magnitude comparisons by children with specific language impairments: evidence of unimpaired symbolic processing

Donlan

Bishop

Hitch

1998

Intl J Lang & Comm Disor

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A size judgement task was used to investigate number processing skills in children with specific language impairments (SLI). Previous work with unimpaired adults and children has shown that when comparing the size of written numbers and other ordinal stimuli, there is a symbolic distance effect (SDE) such that decision time decreases with the size distance between items. This study examined the ability of children to judge stimulus pairs which were varied to contrast the processing of symbolic material against direct perceptual judgement and to test processing of numeric versus non-numeric material. Children with SLI were compared with a control group matched on verbal comprehension level. The children with SLI responded faster than the control subjects. The SLI and control groups showed similar SDE and a similar pattern of response across materials. No indication was found in the SLI data of any selective deficit in processing symbolic information. Findings are discussed in relation to theories of numeracy acquisition which acknowledge the importance of non-verbal representation of number meanings.

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Educational attainments of children with specific language impairment at year 6

Knox

2002

Child Language Teaching and Therapy

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The present study examined the performance of a group of children with Speci c Language Impairment (SLI) in National Curriculum Key Stage 2 (KS2) assessments of key curricular subjects. One hundred children (86 boys and 14 girls), who previously had all been in full-time attendance at specialist provision in the form of language units, participated in the study. The sample of participants were recruited in their nal year of primary school education (year 6) and were divided into two groups, matched for ability, de ned by the nature of their current educational placement. The Mainstream Education group comprised 50 children attending mainstream education with or without some level of additional support. The Special Education group consisted of 50 children attending special education in the form of either a language unit, a language school, or a special school. Participants' performance in the National Curriculum KS2 assessments was measured, together with an examination of assessment procedures concerning the application of special testing arrangements. It was found that participants performed poorly relative to national levels of expectation and achievement across the curricular subjects of English, mathematics and science in both KS2 tests and teacher assessments. The Mainstream Education group of participants was found to perform signi cantly better than the Special Education group in the mathematics and science tests. Furthermore, special arrangements were made for a large number of participants who did take the tests.

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Children with Specific Language Impairments: Curricular Opportunities and School Performance

Cited by 3 publications

References 5 publications

Knowledge of Mathematical Equivalence in Children With Specific Language Impairment: Insights From Gesture and Speech

Knowledge of Mathematical Equivalence in Children With Specific Language Impairment: Insights From Gesture and Speech

Magnitude comparisons by children with specific language impairments: evidence of unimpaired symbolic processing

Educational attainments of children with specific language impairment at year 6

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