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

Autor/inn/en	Nys, Julie; Content, Alain; Leybaert, Jacqueline
Titel	Impact of Language Abilities on Exact and Approximate Number Skills Development: Evidence from Children with Specific Language Impairment
Quelle	In: Journal of Speech, Language, and Hearing Research, 56 (2013) 3, S.956-970 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2012/10-0229)
Schlagwörter	Mathematics Skills; Numbers; Skill Development; Language Skills; Children; Early Adolescents; Language Impairments; Arithmetic; Computation; Accuracy; Comparative Analysis; Short Term Memory; Executive Function; Correlation; Peabody Picture Vocabulary Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Zahlenraum; Kompetenzentwicklung; Qualifikationsentwicklung; Language skill; Sprachkompetenz; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Kurzzeitgedächtnis; Korrelation
Abstract	Purpose: Counting and exact arithmetic rely on language-based representations, whereas number comparison and approximate arithmetic involve approximate quantity-based representations that are available early in life, before the first stages of language acquisition. The objective of this study was 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 with 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 with 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. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10