Relations between Home Numeracy Experiences and Basic Calculation Skills of Children with and without Specific Language Impairment

Autor/inn/en	Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo
Titel	Relations between Home Numeracy Experiences and Basic Calculation Skills of Children with and without Specific Language Impairment
Quelle	In: Early Childhood Research Quarterly, 28 (2013) 2, S.415-423 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2012.10.004
Schlagwörter	Subtraction; Parents; Linguistics; Language Impairments; Computation; Numeracy; Children; Disabilities; Questionnaires; Parent Child Relationship; Addition; Mathematics; Mathematics Instruction; Mathematics Education + Suchen Sie Ihr Suchwort? Subtraktion; Eltern; Linguistik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Rechenkompetenz; Child; Kind; Kinder; Handicap; Behinderung; Fragebogen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung
Abstract	The present study examined the relations between home numeracy experiences (i.e., parent-child numeracy activities and parents' numeracy expectations) and basic calculation skills (i.e., addition and subtraction) of children with Specific Language Impairment (SLI) and their peers with Normal Language Achievement (NLA), while taking into account their cognitive and linguistic capacities. Fifty children with SLI and 100 children with NLA were tested on cognitive, linguistic, and basic calculation skills, and their parents filled in questionnaires on home numeracy activities and numeracy expectations. The results showed parents of children with SLI report engaging in fewer numeracy-related activities and have lower numeracy expectations for their children than parents of children with NLA. Furthermore, parent-child numeracy activities were more strongly associated with addition and subtraction for children with SLI. It is thus especially important that parents of children with SLI are made aware of their important role in the development of their child's basic calculation skills. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10