Mathematical Abilities of Children With Specific Language Impairment A 2-Year Follow-Up Research Article
Research Article  |   August 01, 1996
Mathematical Abilities of Children With Specific Language Impairment
 
Author Affiliations & Notes
  • Barbara B. Fazio
    Indiana University Bloomington
  • Contact author: Barbara B. Fazio, PhD, Speech and Hearing Sciences, Indiana University, Bloomington, IN 47405. E-mail: faziob@indiana.edu
Article Information
School-Based Settings / Language Disorders / Specific Language Impairment / Language / Research Articles
Research Article   |   August 01, 1996
Mathematical Abilities of Children With Specific Language Impairment
Journal of Speech, Language, and Hearing Research, August 1996, Vol. 39, 839-849. doi:10.1044/jshr.3904.839
History: Received February 27, 1995 , Accepted January 23, 1996
 
Journal of Speech, Language, and Hearing Research, August 1996, Vol. 39, 839-849. doi:10.1044/jshr.3904.839
History: Received February 27, 1995; Accepted January 23, 1996

A 2-year follow-up of the mathematical abilities of young children with specific language impairment (SLI) is reported. To detect the nature of the difficulties children with SLI exhibited in mathematics, the first- and second-grade children's performance was compared to mental age and language age comparison groups of typically developing children on a series of tasks that examined conceptual, procedural, and declarative knowledge of mathematics. Despite displaying knowledge of many conceptual aspects of mathematics such as counting plates of cookies to decide which plate had "more," children with SLI displayed marked difficulty with declarative mathematical knowledge that required an immediate response such as rote counting to fifty, counting by 10's, reciting numerals backwards from 20, and addition facts such as 2 + 2=?. Moreover, children with SLI performed similarly to their cognitive peers on mathematical tasks that allowed children to use actual objects to count and on math problems that did not require them to exceed the sequence of numbers that they knew well. These findings offer further evidence that storage and/or retrieval of rote sequential material is particularly cumbersome for children with SLI.

Acknowledgments
The research was supported, in part, by an NIH biomedical grant from Indiana University. The author thanks Phil Connell and Rita Naremore for their helpful comments on an earlier draft of the manuscript.
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