Abstract
The performance of 24 French-Quebec 8‒9-year-old children with Mathematical Learning Disability (MLD) in Arabic and spoken number recognition, comprehension and production tasks designed to assess symbolic number processing was compared to that of 37 typically developing children (TD). Children with MLD were less successful than TD children in every symbolic numerical task, including recognition of Arabic and spoken numbers. These results thus suggested that this deficit of symbolic number recognition could compromise symbolic number comprehension and production. Children with MLD also presented with general cognitive difficulties as reading difficulties. Taken together, our results clearly showed that children with MLD presented with a symbolic numerical processing deficit that could be largely attributed to their poorer written language skills.
Highlights
The performance of 24 French-Quebec 8‒9-year-old children with Mathematical Learning Disability (MLD) in Arabic and spoken number recognition, comprehension and production tasks designed to assess symbolic number processing was compared to that of 37 typically developing children (TD)
The present study was designed to answer the following research questions: 1) Do children with MLD present with a deficit affecting Arabic number processing and/or spoken number processing? 2) Do children with MLD present with a deficit affecting number sense access, number production, and/or number recognition? And 3) Is the numerical deficit observed in children with MLD in relation with a more general cognitive deficit?
The analysis revealed a significant Group effect (F(1, 59) = 7.700, p = .007, ηp2 = .115), indicating that children with MLD were less successful than TD children (TD: Mean (SD) = 0.88 (.09); MLD: Mean (SD) = 0.86 (.13))
Summary
The performance of 24 French-Quebec 8‒9-year-old children with Mathematical Learning Disability (MLD) in Arabic and spoken number recognition, comprehension and production tasks designed to assess symbolic number processing was compared to that of 37 typically developing children (TD). Our results clearly showed that children with MLD presented with a symbolic numerical processing deficit that could be largely attributed to their poorer written language skills. The triple-code model was implemented to account for mature numerical processes, it provides a relevant framework for understanding the development and deficits of numerical skills in children. This model clearly describes the organization and processing of number representations and was used as a theoretical framework in the present study
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