{"title":"有发育语言障碍和无发育语言障碍儿童六年级几何和分数技能的语言前兆","authors":"Tijs Kleemans , Constance Vissers , Eliane Segers","doi":"10.1016/j.learninstruc.2024.102019","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>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.</p></div><div><h3>Aims</h3><p>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.</p></div><div><h3>Sample</h3><p>Participants were 46 children with DLD and 122 typically developing peers from 9 to 11 years of age.</p></div><div><h3>Methods</h3><p>Classroom and individual measures were administered in both grade 4 and grade 6.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusions</h3><p>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.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102019"},"PeriodicalIF":4.7000,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001464/pdfft?md5=202c122f771b7352e196fafd91eef119&pid=1-s2.0-S0959475224001464-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Linguistic precursors of sixth-grade geometric and fraction skills in children with and without Developmental Language Disorder\",\"authors\":\"Tijs Kleemans , Constance Vissers , Eliane Segers\",\"doi\":\"10.1016/j.learninstruc.2024.102019\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>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.</p></div><div><h3>Aims</h3><p>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.</p></div><div><h3>Sample</h3><p>Participants were 46 children with DLD and 122 typically developing peers from 9 to 11 years of age.</p></div><div><h3>Methods</h3><p>Classroom and individual measures were administered in both grade 4 and grade 6.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusions</h3><p>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.</p></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"95 \",\"pages\":\"Article 102019\"},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2024-09-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001464/pdfft?md5=202c122f771b7352e196fafd91eef119&pid=1-s2.0-S0959475224001464-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475224001464\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001464","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Linguistic precursors of sixth-grade geometric and fraction skills in children with and without Developmental Language Disorder
Background
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.
Aims
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.
Sample
Participants were 46 children with DLD and 122 typically developing peers from 9 to 11 years of age.
Methods
Classroom and individual measures were administered in both grade 4 and grade 6.
Results
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.
Conclusions
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.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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