A1 Refereed original research article in a scientific journal
Knowledge of Mathematical Equivalence in Children With Specific Language Impairment: Insights From Gesture and Speech
Authors: Mainela-Arnold E, Alibali MW, Ryan K, Evans JL
Publisher: AMER SPEECH-LANGUAGE-HEARING ASSOC
Publication year: 2011
Journal: Language, Speech, and Hearing Services in Schools
Journal name in source: LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS
Journal acronym: LANG SPEECH HEAR SER
Volume: 42
First page : 18
Last page: 30
Number of pages: 13
ISSN: 0161-1461
DOI: https://doi.org/10.1044/0161-1461(2010/09-0070)
Abstract
Purpose: This study investigated understanding of mathematical equivalence in children with and without specific language impairment (SLI).Method: A total of 34 children (ages 8; 1 [ years; months] to 11; 7), including 9 with expressive SLI (E-SLI), 8 with expressive and receptive SLI (ER-SLI), and 17 age-matched typically developing (TD) children completed addition and mathematical equivalence problems. The problem-solving strategies revealed in solutions and in gestural and verbal explanations were coded.Results: The children with SLI were less accurate than their TD peers in solving addition and equivalence problems. None of the children in the ER-SLI group solved the equivalence problems correctly; however, the number of children who solved any of the equivalence problems correctly did not differ in the E-SLI and TD groups. Children in the ER-SLI group tended to express incorrect strategies for solving the equivalence problems in both gesture and speech, whereas children in the E-SLI group often expressed correct strategies in gestures, but incorrect strategies in speech.Conclusion: Children with SLI showed delays in their knowledge of mathematical equivalence. Children with ER-SLI displayed greater delays than children with E-SLI. Children with E-SLI sometimes expressed more advanced knowledge in gestures, suggesting that their knowledge is represented in a nonverbal format.
Purpose: This study investigated understanding of mathematical equivalence in children with and without specific language impairment (SLI).Method: A total of 34 children (ages 8; 1 [ years; months] to 11; 7), including 9 with expressive SLI (E-SLI), 8 with expressive and receptive SLI (ER-SLI), and 17 age-matched typically developing (TD) children completed addition and mathematical equivalence problems. The problem-solving strategies revealed in solutions and in gestural and verbal explanations were coded.Results: The children with SLI were less accurate than their TD peers in solving addition and equivalence problems. None of the children in the ER-SLI group solved the equivalence problems correctly; however, the number of children who solved any of the equivalence problems correctly did not differ in the E-SLI and TD groups. Children in the ER-SLI group tended to express incorrect strategies for solving the equivalence problems in both gesture and speech, whereas children in the E-SLI group often expressed correct strategies in gestures, but incorrect strategies in speech.Conclusion: Children with SLI showed delays in their knowledge of mathematical equivalence. Children with ER-SLI displayed greater delays than children with E-SLI. Children with E-SLI sometimes expressed more advanced knowledge in gestures, suggesting that their knowledge is represented in a nonverbal format.
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