Knowledge of Mathematical Equivalence in Children with Specific Language Impairment: Insights from Gesture and Speech

Autor/inn/en	Mainela-Arnold, Elina; Alibali, Martha W.; Ryan, Kristin; Evans, Julia L.
Titel	Knowledge of Mathematical Equivalence in Children with Specific Language Impairment: Insights from Gesture and Speech
Quelle	In: Language, Speech, and Hearing Services in Schools, 42 (2011) 1, S.18-30 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2010/09-0070)
Schlagwörter	Language Impairments; Mathematics; Children; Problem Solving; Nonverbal Communication; Speech + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Mathematik; Child; Kind; Kinder; Problemlösen; Non-verbal communication; Nonverbale Kommunikation; Speaking; Sprechen
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 CA 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. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10