The relationship between phonological processing and arithmetic in children with learning disabilities
The relationship between phonological processing and arithmetic in children with learning disabilities
复制标题
学习障碍儿童语音处理与算术的关系
DOI：
10.1111/desc.13294
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发表时间：
2022
影响因子：
3.7
通讯作者：
Eden, Guinevere F.
中科院分区：
文献类型：
--
作者：
Matejko, Anna A.;Lozano, Melanie;Schlosberg, Nicole;McKay, Cameron;Core, Lucy;Revsine, Cambria;Davis, Shelby N.;Eden, Guinevere F.
语音处理技能不仅对阅读技能很重要，而且对算术技能也很重要。具体而言，先前对正常发育儿童的研究表明，语音处理技能可能与通过事实检索（例如，从记忆中记住解决方案）解决的算术问题关系更密切，而不是程序计算（例如，计数）。然而，学习障碍儿童语音加工与算术之间的关系尚未得到研究。然而，了解弱智儿童的这些关系尤为重要，因为它可以帮助阐明数学困难的认知基础，解释为什么阅读和数学障碍经常同时发生，并提供有关干预措施针对哪些认知技能的信息。在63名ld儿童中，我们研究了不同语音处理技能（音位意识、语音记忆和快速序列命名）与算术之间的关系。我们区分了倾向于用事实检索和程序计算来解决的算术问题，以确定语音处理技能与这两种算术过程之间是否存在差异。我们发现，音位意识与算术事实检索有关，而与音位记忆或快速序列命名无关。我们也没有发现任何语音处理技能和程序计算之间的联系。这些结果与先前对正常发育儿童的研究相一致，表明音位意识也与LD儿童的算术事实检索有关。这些结果提出了音位意识训练可能同时提高阅读和算术事实检索技能的可能性。本文首次研究了学习障碍儿童语音加工与各种算术技能之间的关系。我们发现语音意识与涉及事实检索的算术有关，而与涉及程序计算的算术无关。结果表明，音位意识不仅对熟练阅读很重要，而且对算术的某些方面也很重要。这些结果提出了是否干预音位意识可能提高算术事实检索能力的问题。
Phonological processing skills have not only been shown to be important for reading skills, but also for arithmetic skills. Specifically, previous research in typically developing children has suggested that phonological processing skills may be more closely related to arithmetic problems that are solved through fact retrieval (e.g., remembering the solution from memory) than procedural computation (e.g., counting). However, the relationship between phonological processing and arithmetic in children with learning disabilities (LDs) has not been investigated. Yet, understanding these relationships in children with LDs is especially important because it can help elucidate the cognitive underpinnings of math difficulties, explain why reading and math disabilities frequently co‐occur, and provide information on which cognitive skills to target for interventions. In 63 children with LDs, we examined the relationship between different phonological processing skills (phonemic awareness, phonological memory, and rapid serial naming) and arithmetic. We distinguished between arithmetic problems that tend to be solved with fact retrieval versus procedural computation to determine whether phonological processing skills are differentially related to these two arithmetic processes. We found that phonemic awareness, but not phonological memory or rapid serial naming, was related to arithmetic fact retrieval. We also found no association between any phonological processing skills and procedural computation. These results converge with prior research in typically developing children and suggest that phonemic awareness is also related to arithmetic fact retrieval in children with LD. These results raise the possibility that phonemic awareness training might improve both reading and arithmetic fact retrieval skills.Research HighlightsRelationships between phonological processing and various arithmetic skills were investigated in children with learning disabilities (LDs) for the first time.We found phonemic awareness was related to arithmetic involving fact retrieval, but not to arithmetic involving procedural computation in LDs.The results suggest that phonemic awareness is not only important to skilled reading, but also to some aspects of arithmetic.These results raise the question of whether intervention in phonemic awareness might improve arithmetic fact retrieval skills.