The Relationship between Mathematics and Language: Academic Implications for Children with Specific Language Impairment and English Language Learners

Autor/inn/en	Alt, Mary; Arizmendi, Genesis D.; Beal, Carole R.
Titel	The Relationship between Mathematics and Language: Academic Implications for Children with Specific Language Impairment and English Language Learners
Quelle	In: Language, Speech, and Hearing Services in Schools, 45 (2014) 3, S.220-233 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2014_LSHSS-13-0003
Schlagwörter	Language Impairments; English Language Learners; Children; Mathematics; Norm Referenced Tests; Statistical Analysis; Accuracy; Numbers; Short Term Memory; Visual Perception + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Mathematik; Statistische Analyse; Zahlenraum; Kurzzeitgedächtnis; Visuelle Wahrnehmung
Abstract	Purpose: The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). Method: School-age children (N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance. Results: The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers without SLI on language-light mathematics tasks that involved visual working memory for numerical symbols. Conclusion: Mathematical difficulties of children who are ELLs appear to be related to the language demands of mathematics tasks. In contrast, children with SLI appear to have difficulty with mathematics tasks because of linguistic as well as nonlinguistic processing constraints. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10