Language disorders are relatively common in childhood and can result in substantial difficulties in educational contexts.
There were four key findings: (1) children with DLD exhibited poorer mathematical knowledge than typically-developing children, both in calculation and on key math concepts, (2) children with DLD performed similarly to typically-developing children on the visual pattern extension task, (3) children with DLD had lower verbal working memory scores than typically-developing children, and these differences in working memory accounted in part for their poorer calculation performance, and (4) children’s pattern extension scores predicted their arithmetic calculation scores, but not their concept scores. Children also completed a visual pattern extension task and a verbal working memory task. Children with developmental language disorder (DLD, n = 18, ages 6 to 13) and age-matched typically-developing children ( n = 18) completed three math tasks that tapped calculation skill and knowledge of concepts. In the current study, we investigated two relevant factors – working memory and pattern skills – that may underlie children’s poor mathematics performance. Previous research suggests that children with language disorders often have difficulties in mathematical tasks.
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