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Number skills and knowledge in children with specific language impairment

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. pp. 732-744. ISSN 0022-0663

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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
Additional Information: a. Primary school number development and children with special needs b. Developmental psychology. Assessments of intelligence, language comprehension, working memory, instruction and number skills. c. Investigated relations between cognitive factors, instruction and components of numeracy in a group of children with specific language impairment and two control groups, one matched in age and nonverbal ability, the other matched in nonverbal ability and language comprehension. d. Professor Geary judged this to be the best designed study of mathematical deficits in children with SLI. Journal of Educational Psychology has an impact factor of 2.235 (2005 Thomson Journal Citation reports). e. Individual assessments of 167 children and completion of curriculum questionnaires by their teachers. Analyses established cognitive profiles of groups and relations between variation in cognitive factors and components. f. Blind peer-reviewed. g. The paper was wholly written and revised by first author, based on research funded by Nuffield Foundation (C. Donlan, PI). This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.
Controlled Keywords: UK; 5 - 10; Numeracy; Primary school; Special needs school; number development; working memory; specific language impairment; instruction
Divisions: IOE Departments > Departments > Psychology and Human Development
Depositing User: IOE Repository Editor (2)
Date Deposited: 26 Jun 2009 13:31
Last Modified: 23 May 2014 14:16
URI: http://eprints.ioe.ac.uk/id/eprint/402
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