Cowan, Richard and Donlan, Chris and Newton, Elizabeth and Lloyd, Delyth (2005) Number skills and knowledge in children with specific language impairment. Journal of Educational Psychology, 97 (4). pp. 732-744. ISSN 00220663
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Abstract
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.
| Item Type: | Article |
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| Additional Information: | This article may not exactly replicate the final version published in the APA journal. It is not the copy of record. |
| Uncontrolled Keywords: | UK; 5 - 10; Numeracy; Primary school; Special needs school; number development; working memory; specific language impairment; instruction |
| Subjects: | Departments > Psychology and Human Development |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 26 Jun 2009 13:31 |
| Last Modified: | 26 Jun 2012 22:23 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/402 |
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