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Language Skills of Children with and without Mathematics Difficulty

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Title: Language Skills of Children with and without Mathematics Difficulty
Language: English
Authors: Chow, Jason C. (ORCID 0000-0002-2878-7410), Majeika, Caitlyn E. (ORCID 0000-0002-8917-655X), Sheaffer, Amanda W.
Source: Journal of Speech, Language, and Hearing Research. Sep 2021 64(9):3571-3577.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 7
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Grade 2
Descriptors: Language Skills, Mathematics Skills, Learning Problems, Elementary School Students, Vocabulary, Morphology (Languages), Syntax, Grade 1, Grade 2, Listening Comprehension Tests, Receptive Language
Assessment and Survey Identifiers: Test for Auditory Comprehension of Language
DOI: 10.1044/2021_JSLHR-20-00378
ISSN: 1092-4388
Abstract: Purpose: Language is an important skill required for children to succeed in school. Higher language skills are associated with school readiness in young children and general mathematics performance. However, many students with mathematics difficulty (MD) may be more likely to present difficulties with language skills than their peers. The purpose of this report was to compare the language performance of children with and without MD. Method: We compared child vocabulary, morphology, and syntax between first- and second-grade children (N = 247) classified as with or without MD, controlling for child working memory. Results: Children with MD (n = 119) significantly underperformed compared with their peers (n = 155) on all language measures. The largest difference between children with and without MD was in syntax. Conclusions: Children with MD present poorer language skills than their peers, which aligns with previous research linking the importance of syntax with mathematics learning. More research is needed to better understand the complex links between language skills and mathematical development.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1313552
Database: ERIC
FullText Links:
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  Data: Language Skills of Children with and without Mathematics Difficulty
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  Data: <searchLink fieldCode="AR" term="%22Chow%2C+Jason+C%2E%22">Chow, Jason C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2878-7410">0000-0002-2878-7410</externalLink>)<br /><searchLink fieldCode="AR" term="%22Majeika%2C+Caitlyn+E%2E%22">Majeika, Caitlyn E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8917-655X">0000-0002-8917-655X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sheaffer%2C+Amanda+W%2E%22">Sheaffer, Amanda W.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. Sep 2021 64(9):3571-3577.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: 7
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  Data: 10.1044/2021_JSLHR-20-00378
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  Data: 1092-4388
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Language is an important skill required for children to succeed in school. Higher language skills are associated with school readiness in young children and general mathematics performance. However, many students with mathematics difficulty (MD) may be more likely to present difficulties with language skills than their peers. The purpose of this report was to compare the language performance of children with and without MD. Method: We compared child vocabulary, morphology, and syntax between first- and second-grade children (N = 247) classified as with or without MD, controlling for child working memory. Results: Children with MD (n = 119) significantly underperformed compared with their peers (n = 155) on all language measures. The largest difference between children with and without MD was in syntax. Conclusions: Children with MD present poorer language skills than their peers, which aligns with previous research linking the importance of syntax with mathematics learning. More research is needed to better understand the complex links between language skills and mathematical development.
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  Data: 2021
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        Value: 10.1044/2021_JSLHR-20-00378
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      – Text: English
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Learning Problems
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      – SubjectFull: Elementary School Students
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      – TitleFull: Language Skills of Children with and without Mathematics Difficulty
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