The Relationship Between Mathematics and Language: Academic Implications for Children With Specific Language Impairment and English Language Learners
The Relationship Between Mathematics and Language: Academic Implications for Children With Specific Language Impairment and English Language Learners
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DOI：
10.1044/2014_lshss-13-0003
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发表时间：
2014-07-01
影响因子：
2.4
通讯作者：
Beal, Carole R.
中科院分区：
文献类型：
--
作者：
Alt, Mary;Arizmendi, Genesis D.;Beal, Carole R.
目的：本研究探讨了数学和语言之间的关系，以更好地了解赤字的性质和与特定语言障碍（SLI）和英语学习者（ELLs）的学术含义相关的学术含义。方法：学龄儿童（N = 61; 20 SLI，20 ELL，21名母语为英语的人[NE]）使用常模参考数学工具和3个实验计算机进行评估。基于数学的游戏，不同的语言要求。组均数进行了比较，方差analysisofvariance.Results：ELL组是不准确的NE组只有当任务是语言繁重。相比之下，SLI组在重语言任务和一些轻语言任务上的准确性低于NE组和ELLs组。具体来说，SLI组在涉及比较数字符号和使用视觉工作记忆进行模式的任务中准确性较低。然而，有SLI和同龄人没有SLI的儿童之间没有组间差异的语言轻数学任务，涉及视觉工作记忆的数字symbols.Conclusion：数学困难的儿童谁是ELLs似乎与数学任务的语言要求。与此相反，儿童与SLI似乎有困难的数学任务，因为语言以及非语言处理的限制。
Purpose: The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs).Method: School-age children (N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance.Results: The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers without SLI on language-light mathematics tasks that involved visual working memory for numerical symbols.Conclusion: Mathematical difficulties of children who are ELLs appear to be related to the language demands of mathematics tasks. In contrast, children with SLI appear to have difficulty with mathematics tasks because of linguistic as well as nonlinguistic processing constraints.