Mathematical Abilities of Children With Specific Language Impairment

Fazio, Barbara B.

doi:10.1044/jshr.3904.839

Cited by 76 publications

(79 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…for a longer period of time than their age-matched peers (Cowan et al, 2005;Donlan et al, 2007;Fazio, 1994Fazio, , 1996Koponen et al, 2006). Nonetheless, the language components which were used Number Skills in Children with SLI 8 to perform these tasks were not clearly identified.…”

Section: Number Skills In Children With Slimentioning

confidence: 96%

“…Children with SLI have a less developed store of arithmetic facts than that of age-matched children (Cowan et al, 2005;Fazio, 1996), a difference which persists during development. For instance, Fazio (1996Fazio ( , 1999 found that children with SLI evaluated at the age of 7 were still less efficient three years later. Furthermore, they made more errors and were slower than age-matched children at solving more complex calculation problems, and they tended to use a higher proportion of immature calculation strategies (e.g., finger counting) for a longer period of time than their age-matched peers (Cowan et al, 2005;Donlan et al, 2007;Fazio, 1994Fazio, , 1996Koponen et al, 2006).…”

Section: Number Skills In Children With Slimentioning

confidence: 99%

“…For example, Fazio (1996) demonstrated that 7-year-old children with SLI count up to 42 on average while agematched children count up to 85, and the counting sequence of children with SLI was equivalent to that of younger children matched for language. The ability of the children with SLI to manipulate the verbal counting sequence is also less developed than that of their peers matched for chronological age, as indicated by a difficulty to count up from a given number to any other given number and to count backwards (Cowan, Donlan, Newton, & Lloyd, 2005;Donlan, Cowan, Newton, & Lloyd, 2007;Fazio, 1996;Koponen, Mononen, Rasanen, & Ahonen, 2006). Despite the limitation of their verbal counting sequence, children with SLI know however that one and only one number word must be assigned to each counted object in a set, and that the number word applied to the last object in the set represents the quantity of objects of the set (Camos, Fayol, Lacert, Bardi, & Laquière, 1998;Fazio, 1994).…”

Section: Number Skills In Children With Slimentioning

confidence: 99%

“…For instance, Fazio (1996Fazio ( , 1999 found that children with SLI evaluated at the age of 7 were still less efficient three years later. Furthermore, they made more errors and were slower than age-matched children at solving more complex calculation problems, and they tended to use a higher proportion of immature calculation strategies (e.g., finger counting)for a longer period of time than their age-matched peers (Cowan et al, 2005;Donlan et al, 2007;Fazio, 1994Fazio, , 1996Koponen et al, 2006). Nonetheless, the language components which were used Number Skills in Children with SLI 8 to perform these tasks were not clearly identified.…”

mentioning

confidence: 99%

See 3 more Smart Citations

Impact of Language Abilities on Exact and Approximate Number Skills Development: Evidence From Children With Specific Language Impairment

Nys

Leybaert

2013

J Speech Lang Hear Res

View full text Add to dashboard Cite

Purpose -Counting and exact arithmetic rely on language-based representations, whereas number comparison and approximate arithmetic involve approximate quantity-based representations which are available early in life, before the first stages of language acquisition. The objective of this study is to examine the impact of language abilities on the later development of exact and approximate number skills.Method -Twenty-eight 7-to 14-year-old children with Specific Language Impairment (SLI) completed exact and approximate number tasks involving quantities presented symbolically and nonsymbolically. They were compared to age-matched (AM) and vocabulary-matched (VM) children.Results -In the exact arithmetic task, the accuracy of children with SLI was lower than that of AM and VM Controls, and related to phonological measures. In the symbolic approximate tasks, children with SLI were less accurate than AM Controls, but the difference vanished when their cognitive skills were considered or when they were compared to younger VM Controls. In the nonsymbolic approximate tasks, children with SLI did not differ significantly from Controls.Further, accuracy in the approximate number tasks was unrelated to language measures.Conclusions -Language impairment is related to reduced exact arithmetic skills whereas it does not intrinsically affect the development of approximate number skills in children with SLI. Keywords:Number skills, Approximate number system, Arithmetic, Language, SLI, Development, Mathematical developmentNumber Skills in Children with SLI 3 Impact of language abilities on exact and approximate number skills development: Evidence from children with specific language impairmentIs the development of number skills determined by language abilities? Children with Specific Language Impairment (SLI), which refer to children with poor language skills in the absence of intellectual disability, hearing impairment, or obvious signs of neurological damage (Leonard, 1998), constitute a population which offers researchers an opportunity to examine this research question. In the present study, we explore the role played by language abilities in the development of number skills by comparing children with SLI with typically-developing peers. Different types of number skillsSince number skills are multi-componential (Dehaene, 1992), answering the question as to whether they are related to language abilities during development necessitates first differentiating between the variety of numerical abilities and their underlying processes. Current theories of number processing (Dehaene, 1992;Dehaene & Cohen, 1995) suggest that approximate and exact number skills should be distinguished. Approximate number skills allow people to manipulate numerical quantities in an approximate fashion, so that they are able to apprehend, for instance, that a set of 56 elements is larger in number than a set of 40 elements and smaller than a set of 70 elements. Approximate number skills are deployed in all numerical activities that require to p...

show abstract

Section: Number Skills In Children With Slimentioning

confidence: 96%

Section: Number Skills In Children With Slimentioning

confidence: 99%

Section: Number Skills In Children With Slimentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Impact of Language Abilities on Exact and Approximate Number Skills Development: Evidence From Children With Specific Language Impairment

Nys

Leybaert

2013

J Speech Lang Hear Res

View full text Add to dashboard Cite

show abstract

“…Fazio (1994Fazio ( , 1996Fazio ( , 1999 suggests that working memory deficits are mainly responsible for the deficits in counting and knowledge of number facts that children with SLI show.…”

Section: Working Memorymentioning

confidence: 99%

Number Skills and Knowledge in Children With Specific Language Impairment.

Cowan¹,

Donlan²,

Newton³

et al. 2005

Journal of Educational Psychology

View full text Add to dashboard Cite

The number skills of groups of 7 to 9 year old children with specific language impairment (SLI) attending mainstream or special schools are compared with an age and nonverbal reasoning matched group (AC), and a younger group matched on oral language comprehension. The SLI groups performed below the AC group on every skill. They also showed lower working memory functioning and had received lower levels of instruction.Nonverbal reasoning, working memory functioning, language comprehension, and instruction accounted for individual variation in number skills to differing extents depending on the skill.These factors did not explain the differences between SLI and AC groups on most skills.

show abstract

Counting in Sign Language

Leybaert

Cutsem²

2002

Journal of Experimental Child Psychology

View full text Add to dashboard Cite

Do the visuomanual modality and the structure of the sequence of numbers in sign language have an impact on the development of counting and its use by deaf children? The sequence of number signs in Belgian French Sign Language follows a base-5 rule while the number sequence in oral French follows a base-10 rule. The accuracy and use of sequence number string were investigated in hearing children varying in age from 3 years 4 months to 5 years 8 months and in deaf children varying in age from 4 years to 6 years 2 months. Three tasks were used: abstract counting, object counting, and creation of sets of a given cardinality. Deaf children exhibited age-related lags in their knowledge of the number sequence; they made different errors from those of hearing children, reflecting the rule-bound nature of sign language. Remarkably, their performance in object counting and creating sets of given cardinality was similar to that of hearing children who had a longer sequence number string, indicating a better use of counting than predicted by their knowledge of the linguistic sequence of numbers.

show abstract

Mathematical Abilities of Children With Specific Language Impairment

Cited by 76 publications

References 48 publications

Impact of Language Abilities on Exact and Approximate Number Skills Development: Evidence From Children With Specific Language Impairment

Impact of Language Abilities on Exact and Approximate Number Skills Development: Evidence From Children With Specific Language Impairment

Number Skills and Knowledge in Children With Specific Language Impairment.

Counting in Sign Language

Contact Info

Product

Resources

About