Phonological awareness and mathematical difficulty: A longitudinal perspective

Abstract

The present longitudinal study sought to investigate the impact of poor phonology on children's mathematical status. From a screening sample of 256 five‐year‐olds, 82 children were identified as either typically achieving (TA; N=31), having comorbid poor phonology and mathematical difficulties (PDMD; N=31), or having only poor phonology (phonological difficulty, PD; N=20). Children were assessed on eight components of informal and formal mathematics achievement at ages 5–7 years. PD children were found to have significant impairments in some, mainly formal, components of mathematics by age 7 compared to TA children. Analysis also revealed that, by age 7, approximately half of the PD children met the criteria for PDMD, while the remainder exhibited less severe deficits in some components of formal mathematics. Children's mathematical performance at age 5, however, did not predict which PD children were more likely to become PDMD at age 7, nor did they differ in terms of phonological awareness at age 5. However, those PD children who later became PDMD had lower scores on verbal and non‐verbal tests of general ability.

Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well‐being

“…Jordan et al dyslexic sample could be explained by a number of factors. Jordan, Kaplan, & Hanich, 2002;Jordan, Wylie, & Mulhern, 2010). Carroll & Iles, 2006).…”

“…On the other hand, students with reading difficulty relative to those without reading difficulty tend to encounter more problems with mathematics as they progress through the schooling system (e.g. Jordan, Kaplan, & Hanich, 2002;Jordan, Wylie, & Mulhern, 2010). This increase in mathematical difficulties is likely to reflect the shift from informal non-verbal mathematics to formal language-based mathematics.…”

Cognitive components of a mathematical processing network in 9‐year‐old children

“…Phonological skill is another important domain to examine. Reading and math ability are known to be associated with each other (Jordan, Wylie & Mulhern, 2010). For example, recently in a sample 1004 British 7to 10-year-old children, Devine, Soltesz, Nobes, Goswami and Sz} ucs (2013) reported r = 0.626 correlation between standardized reading and mathematics scores.…”

Factors That Influence Improvement in Numeracy, Reading, and Comprehension in the Context of a Numeracy Intervention

“…Most studies of the relationships between reading and mathematics have not separated the effects of decoding (usually treated as synonymous with reading) and comprehension. Those studies, that have separated the two, have tended to suggest that decoding is more associated with arithmetical fluency, possibly because phonological awareness contributes to both (De Smedt et al, 2010; Jordan et al, 2010) while comprehension is more associated with mathematical reasoning and word problem solving (Pimperton and Nation, 2010; Vukovic et al, 2010; Bjork and Bowyer-Crane, 2013; Bjorn et al, 2016). …”