Linguistic precursors of sixth-grade geometric and fraction skills in children with and without Developmental Language Disorder
Learning and Instruction, ISSN: 0959-4752, Vol: 95, Page: 102019
2025
- 10Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Captures10
- Readers10
- 10
Article Description
Previous research has shown that foundational linguistic skills (i.e., phonological awareness and grammatical ability) indirectly (through arithmetic skills) predict growth from fifth-to sixth-grade geometric and fraction skills. Our study aimed to investigate the linguistic precursors of sixth-grade geometric and fraction skills in children with and without DLD, while examining potential (cognitive) strengths within the DLD group that may partly compensate for learning geometry and fractions, at both the group and individual level. Participants were 46 children with DLD and 122 typically developing peers from 9 to 11 years of age. Classroom and individual measures were administered in both grade 4 and grade 6. At the group level, results showed children with DLD to score below their peers on arithmetic, geometric, and fraction skills. Furthermore, indirect effects of phonological awareness and naming speed, via arithmetic skills, on geometric and fraction skills were found to be equally strong for both groups. In addition, similar strengths for both groups were found for nonverbal intelligence, academic vocabulary, and verbal reasoning in directly predicting the scores in geometric and fraction skills. Finally, at the individual level, a strength in verbal reasoning was found to partly compensate the delays in mathematics in children with DLD. The educational needs of children with and without DLD in mathematics learning might be more quantitative in nature than that they are qualitative. In addition, identifying individual strengths should be integrated into standardized test batteries and treatment approaches.
Bibliographic Details
Elsevier BV
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