Number skills and knowledge in children with specific language impairment.

Journal article

Cowan, R., Donlan, C., Newton, E.J. and Lloyd, D (2005). Number skills and knowledge in children with specific language impairment. Journal of Educational Psychology. 97, pp. 732-744. https://doi.org/10.1037/0022-0663.97.4.732
AuthorsCowan, R., Donlan, C., Newton, E.J. and Lloyd, D
Abstract

The number skills of groups of 7- to 9-year-old children with specific language impairment (SLI) attending mainstream or special schools were compared with an age and nonverbal reasoning matched group (age control [AC]) and with 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

Year2005
JournalJournal of Educational Psychology
Journal citation97, pp. 732-744
PublisherAmerican Psychological Association
ISSN 1939-2176
Digital Object Identifier (DOI)https://doi.org/10.1037/0022-0663.97.4.732
Publication dates
PrintNov 2005
Publication process dates
Deposited04 Sep 2023
Accepted author manuscript
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Open
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