Mathematics and reading difficulty subtypes: minor phonological influences on mathematics for 5-7-years-old.

Julie A Jordan,Judith Wylie,Gerry Mulhern

doi:10.3389/fpsyg.2015.00221

Abstract

Linguistic influences in mathematics have previously been explored through subtyping methodology and by taking advantage of the componential nature of mathematics and variations in language requirements that exist across tasks. The present longitudinal investigation aimed to examine the language requirements of mathematical tasks in young children aged 5–7 years. Initially, 256 children were screened for mathematics and reading difficulties (RDs) using standardized measures. Those scoring at or below the 35th percentile on either dimension were classified as having difficulty. From this screening, 115 children were allocated to each of the mathematical difficulty (MD; n = 26), MDRD (n = 32), RD (n = 22) and typically achieving (n = 35) subtypes. These children were tested at four time points, separated by 6 monthly intervals, on a battery of seven mathematical tasks. Growth curve analysis indicated that, in contrast to previous research on older children, young children with MD and MDRD had very similar patterns of development on all mathematical tasks. Overall, the subtype comparisons suggested that language played only a minor mediating role in most tasks, and this was secondary in importance to non-verbal skills. Correlational evidence suggested that children from the different subtypes could have been using different mixes of verbal and non-verbal strategies to solve the mathematical problems.

Highlights

A variety of methodologies have shed light on the nature of the relationship between language and mathematics including cross-cultural, correlational, and neuroscientific approaches (e.g., Butterworth, 2008; Dowker et al, 2008)
In a longitudinal study of children aged 7–9 years adopting both a componential and subtyping approach, Hanich et al (2001) and Jordan et al (2003) reported that children with specific mathematical difficulties (MDs) had an advantage over those with comorbid mathematics and reading difficulties (MDRD) in areas where performance may be mediated by language, exact calculation, story problems, and calculation principles
The present research examined the role of phonological ability in the mathematical development of 5–7-years-old using a subtyping approach

Summary

Introduction

A variety of methodologies have shed light on the nature of the relationship between language and mathematics including cross-cultural, correlational, and neuroscientific approaches (e.g., Butterworth, 2008; Dowker et al, 2008). In a longitudinal study of children aged 7–9 years adopting both a componential and subtyping approach, Hanich et al (2001) and Jordan et al (2003) reported that children with specific mathematical difficulties (MDs) had an advantage over those with comorbid mathematics and reading difficulties (MDRD) in areas where performance may be mediated by language, exact calculation, story problems, and calculation principles. The present research examined the language requirements of Hanich et al (2001) and Jordan et al (2003) mathematical tasks for younger children aged 5– 7 years. Consistent with Hanich et al (2001) and Jordan et al (2003) these subtypes were compared on seven mathematical tasks; namely, exact calculation; story problems, approximate arithmetic, place value, calculation principles, forced retrieval, and written problems

Methods

Results

Conclusion