Children with Specific Language Impairment (SLI) Need Qualitatively Enriched Interactions to Successfully Partake in Mathematics Education

Schröder, Anja; Ritterfeld, Ute

doi:10.20533/ijtie.2047.0533.2015.0076

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…Language processes consist of factors that are connected to mathematical learning. More specifically, language initially influences the development of mathematical skill, because it leads to the construction of number and quantity concepts [19]. However, the precise underlying mechanism that regulates the language's role in mathematics is not yet clearly understood.…”

Section: Learning Disabilities In Mathematicsmentioning

confidence: 99%

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

et al. 2021

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SLI and SLD constitute two independent neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature. This has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten the path of valid diagnosis and intervention during adolescence when the two disorders change their manifestation and overlap. Two hundred Greek adolescents (140 boys and 60 girls), 124 already diagnosed with SLD and 76 diagnosed with SLI, 12–16 years old, participated in the study. All participants were assessed in reading, oral and written language and mathematics (mathematical operations and mathematical reasoning) along with IQ testing. In order to determine statistically significant differences, the chi-square test, independent samples t-test, odds ratios and their 95 per cent confidence intervals were implemented. The results revealed that the SLI group presented significantly greater difficulties than SLD in their overall cognitive-mental profile and in most language and mathematical measurements (number concept, executive-procedural part of solving operations and mathematical reasoning). The similarity of the two groups was mainly detected in their deficient metacognitive, metalinguistic and metamnemonic strategies. The research concludes that SLD adolescents managed to overcome their difficulties to a significant degree, while adolescents with SLI still struggle with many learning areas.

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Section: Learning Disabilities In Mathematicsmentioning

confidence: 99%

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

et al. 2021

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“…More specifically, languageinitially influences the development of mathematical skill, because it leads to the construction of number and quantity concepts. [57]. However, the precise underlying mechanism that regulates the language's role in mathematics is not yet clearly understood.…”

Section: 2specific Language Impairment (Sli) In Mathematicsmentioning

confidence: 99%

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics

Bonti¹,

Kamari²,

Sofologi³

et al. 2021

Preprint

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SLI and SLD constitute two autonomous neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature, which has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten the path of valid diagnosis and intervention during adolescence when the two disorders change their manifestation and overlap. 200 Greek adolescents (140 boys and 60 girls), 124 already diagnosed with SLD and 76 diagnosed with SLI, 12-16 years old, participated in the study. All participants were assessed in reading, oral and written language and mathematics (mathematical operations and mathematical reasoning) along with IQ testing. In order to determine statistically significant differences, the chi-square test, independent samples t-test, odd ratios and their 95 per cent confidence intervals were implemented. The results revealed that the SLI group presented significantly greater difficulties than SLD in their overall cognitive-mental profile and in most language and mathematical measurements (number concept, executive-procedural part of solving operations and mathematical reasoning). The similarity of the two groups was mainly detected in their deficient metacognitive, metalinguistic and metamnemonic strategies. The research concludes that SLD adolescents managed to overcome their difficulties to a significant degree, while adolescents with SLI still struggle with many learning areas.

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The Language Dimension of Mathematical Difficulties

Prediger

Erath

Opitz

2019

International Handbook of Mathematical Learning Difficulties

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Children with Specific Language Impairment (SLI) Need Qualitatively Enriched Interactions to Successfully Partake in Mathematics Education

Abstract: Abstract

Cited by 4 publications

References 7 publications

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics

The Language Dimension of Mathematical Difficulties

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