Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia

Abstract

We review significant empirical studies of the arithmetic abilities of children with dyslexia. These studies suggest that the academic impairments of children with dyslexia are not limited to reading and spelling, but also include aspects of mathematics. A consistent finding across a number of studies is that children with dyslexia have difficulty recalling number facts. The results of the reviewed studies are analysed, both in terms of the weak phonological representations hypothesis, and the triple-code theory of mathematical cognition. It is suggested that the phonological processing deficits of individuals with dyslexia impair aspects of mathematics that rely on the manipulation of verbal codes (e.g. counting speed, number fact recall), whilst other aspects of mathematics that are less reliant on verbal codes (e.g. estimation, subitising) are unimpaired. Suggestions for testing this hypothesis are put forward.

Single‐digit arithmetic in children with dyslexia

“…This suggests that in multiplication children with dyslexia used less retrieval or less efficient retrieval (or a combination of both). This fits with the hypothesis of difficulties with the verbal aspects of number in children with dyslexia (Simmons & Singleton, 2008), as retrieval strategies are assumed to depend upon phonological representations (Dehaene et al, 2003;De Smedt et al, in press). …”

“…Whereas several studies have examined children with comorbid dyslexia and dyscalculia (Jordan, Hanich, & Kaplan, 2003;Rousselle & Noël, 2007), fewer have examined arithmetical skills in people with dyslexia without dyscalculia (Simmons & Singleton, 2006). A recent review by Simmons and Singleton (2008) suggests a specific link between dyslexia and arithmetical performance. These authors argue that the weak phonological representations of individuals with dyslexia might have an impact on those aspects of arithmetic that involve the manipulation of verbal representations of number, such as the retrieval of arithmetic facts.…”

Third graders’ verbal reports of multiplication strategy use: How valid are they?

“…Children with higher math ability produce faster, more accurate performance, with more frequent use of retrieval rather than procedural strategies (Geary et al, 2012;Jordan et al, 2003). Speed of phonological decoding, which taps the ability to quickly retrieve phonological representations from long-term memory, is also a significant predictor of arithmetic performance (Dehaene, 2011;Fuchs et al, 2006;Hecht, Torgesen, Wagner, & Rashotte, 2001;Simmons & Singleton, 2008). This finding can be understood from neuroimaging studies showing that mental arithmetic and retrieval of arithmetic facts engage brain regions involved in phonological processing and verbal memory (Dehaene, 2011;Geary, 2004).…”

“…In this view, procedural strategies involve accessing and retrieving phonological codes for numeric terms and operators from long-term memory and then maintaining and manipulating these codes in phonological working memory (Dehaene, 2011;De Smedt, Taylor, Archibald, & Ansari, 2010;Geary, 2004;Hecht et al, 2001;Imbo & Vandierendonck, 2007;Simmons & Singleton, 2008). For example, solving the problem '3 × 4=' through repeated addition would involve retrieving the phonological codes for each number in the sequence 4, 8 and 12 and for the symbols '+' and '=' and representing the calculation in phonological working memory as 'four plus four is eight plus four is twelve'.…”

Heterogeneidade cognitiva nas dificuldades de aprendizagem da matemática: uma revisão bibliográfica

“…O processamento fonológico tem despertado interesse crescente em relação às DAM principalmente em função de sua comorbidade com as dificuldades de leitura (Simmons & Singleton, 2007). Um estudo longitudinal conduzido por Hecht, Torgesen, Wagner e Rashotte (2001), composto por uma amostra de 201 crianças (médias de idades inicial e final de 7 e 11 anos, respectivamente), mostrou que as habilidades de processamento fonológico avaliadas no 2º ano eram preditivas do desempenho escolar na matemática até o 5º ano.…”