Mathematical Abilities in Children With Developmental Language Disorder

Abstract

Purpose This review article provides a scoping review of the literature on mathematical abilities in developmental language disorder (DLD). Children with DLD typically struggle with learning in school; however, the mechanism by which DLD impacts academic success is unclear. Mathematics involves demands in the multiple domains and therefore holds potential for examining the relationship between language and academic performance on tasks mediated by verbal and nonverbal demands. Method A scoping review was performed via computerized database searching to examine literature on mathematics and DLD. The 21 review articles meeting inclusion criteria compared children with typical development or DLD on various tasks measuring numerical cognition. Results Children with DLD consistently performed below peers with typical development on number transcoding, counting, arithmetic, and story problem tasks. However, performance was similar to peers with typical development on most number line, magnitude comparison, and conceptual mathematics tasks. Conclusions The findings suggest a relationship between DLD and mathematics was characterized by more detrimental performance on tasks with higher verbal demands. Results are discussed with respect to typical academic curricula and demonstrate a need for early identification and intervention in DLD to optimize academic outcomes.

Panorama of the Non-Verbal Cognitive Abilities Among Children with SLI

“…They proposed that some language factors are associated with development of number skills. In contrary to the current work findings was the conclusion drawn by Cross et al [29] . They reviewed literature on mathematics and developmental language disorder.…”

Language difficulties are a shared risk factor for both reading disorder and mathematics disorder

“…The children recruited to the current sample were at high risk for reading and language disorders, and it follows that caution needs to be exercised before generalizing these findings to the general population. However, two findings are of particular importance: the high risk of MD in children who have experienced language difficulties ( Cross et al, 2019 ) and the high risk of RD&MD in children with concurrent DLD. We conclude that assessments for either disorder should routinely consider the possible role of language and attentional difficulties and that interventions should take account of such problems.…”

“…Against this background, and given the growing interest in the causes of comorbidity ( Moll, Snowling, & Hulme, 2020 ), it is surprising that neither classification systems nor surveys highlight the fact that poor language may be a common risk factor for both reading disorder (RD) and mathematics disorder (MD). More generally, in comparison with the large amount of research linking language and reading disorders ( Bishop & Snowling, 2004 ), there is a dearth of studies investigating numeracy skills in children with DLD and findings are inconclusive ( Cross, Joanisse, & Archibald, 2019 ). Here we report data from a study of children at risk for reading difficulties, because of a familial risk of dyslexia and/or preschool language difficulties, followed from preschool 9 years of age when reading and mathematical skills were assessed.…”

Annual Research Review: Reading disorders revisited – the critical importance of oral language

“…Although performance IQ is a predictor of comprehension monitoring, the skills found to underpin reading comprehension are primarily verbal and differ from the predictors of reading accuracy/dyslexia which include phonological skills. Moreover, it is important to bear in mind that children with language disorders experience a range of other deficits, notably in arithmetic (Cross, Joanisse, & Archibald, 2019; Durkin, Mok, & Conti‐Ramsden, 2013) and in the development of executive function and motor skills (Gooch, Hulme, Nash, & Snowling, 2014). Thus, when dyslexia is comorbid with DLD, a range of other problems are likely to be associated.…”