Arithmetic calculation, short-term memory, and language performance in children with specific language impairment: A 5-year follow-up

Journal of Speech, Language, and Hearing Research

Volumn 42, Issue 2, 1999, Pages 420-431

  Fazio, Barbara B ^a  

^a INDIANA UNIVERSITY   (United States)

Author keywords

Mathematics; Memory; Specific language impairment

Indexed keywords

ARITHMETIC; ARTICLE; CALCULATION; CLINICAL ARTICLE; CONTROLLED STUDY; DISEASE ASSOCIATION; ERROR; FEMALE; FOLLOW UP; GROUP PSYCHOLOGY; HUMAN; LANGUAGE DISABILITY; LEARNING DISORDER; LOWEST INCOME GROUP; MALE; SCHOOL CHILD; SHORT TERM MEMORY;

EID: 0033009028     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/jslhr.4202.420     Document Type: Article

References (67)

1. Alexander, M. J., & Entwisle, D. R. (1988). Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53 (2, Serial No. 218).
2. American National Standards Institute. (1973). American National Standards Specifications for Audiometers (ANSI S3.6-1969, R1973). New York: Author.
3. Aram, D., Ekelman, B. L., & Nation, J. E. (1984). Preschoolers with language disorders: 10 years later. Journal of Speech and Hearing Research, 27, 232-244.
4. Ashcraft, M. H. (1985). The development of mental arithmetic: A Chronometric approach. Developmental Review, 2, 213-236.
5. Baddeley, A. D. (1986). Working memory. Oxford. U.K.: Clarendon Press.
6. Babbitt, B. C., & Miller, S. P. (1996). Using hypermedia to improve the mathematics problem-solving skills of students with learning disabilities. Journal of Learning Disabilities, 29, 391-401.
7. Baroody, A., & Ginsburg, H. (1991). Mathematics assessment. In H. L. Swanson (Ed.), Handbook on the assessment of learning disabilities (pp. 177-227). Austin, TX: PRO-ED.
8. Bashir, A. S., & Scavuzzo, A. (1992). Children with language disorders: Natural history and academic success. Journal of Learning Disabilities, 25, 53-65.
9. Bley, N. S., & Thornton, C. A. (1994). Teaching mathematics to students with learning disabilities. Austin, TX: PRO-ED.
10. Burgemeister, B., Blum, L., & Lorge, I. (1972). The Columbia Mental Maturity Scale. New York: Harcourt Brace Jovanovich.
11. Carnine, D., Jones, E., & Dixon, R. (1994). Mathematics: Educational tools for diverse learners. School Psychology Review, 23, 406-427.
12. Carpenter, T. P., & Moser, J. M. (1984). The acquisition of addition and subtraction: Concepts in grades one through three. Journal of Research in Mathematics Education, 15, 179-202.
13. Catts, H. W. (1996). Defining dyslexia as a developmental language disorder: An expanded view. Topics in Language Disorders, 16, 14-29.
14. Cawley, J. F., & Miller, J. H. (1989). Cross-sectional comparison of the mathematical performance of children with learning disabilities: Are we on the right track toward comprehensive programming? Journal of Learning Disabilities, 22, 250-259.
15. Donlan, C. (1998). Number with language? Studies of children with specific language impairment. In C. Donlan (Ed.), The development of mathematical skills (pp. 2-34) Hove: Psychology Press.
16. Dowker, A. D. (1995). Children with specific calculation difficulties. Links, 2, 7-12.
17. Durkin, K., & Shire, B. (1987). Primary school children's interpretations of lexical ambiguity in mathematical descriptions. Journal of Research in Reading, 32, 43-50.
18. Ellis Weismer, S. (1996). Capacity limitations in working memory: The impact on lexical and morphological learning by children with language impairment. Topics in Language Disorders, 17, 37-44.
19. Fazio, B. B. (1994). Counting abilities of children with specific language impairment: A comparison of oral and gestural tasks. Journal of Speech and Hearing Research, 37, 358-368.
20. Fazio, B. B. (1996). Mathematical abilities of children with specific language impairment: A 2-year follow-up. Journal of Speech and Hearing Research, 39, 1-10.
21. Fazio, B. B. (1997a). Memory for rote linguistic routines and sensitivity to rhyme: A comparison of low-income children with and without specific language impairment. Applied Psycholinguistics, 18, 345-372.
22. Fazio, B. B. (1997b). Learning a new poem: Memory for connected speech and phonological awareness in low-income children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 1285-1297.
23. Fazio, B. B. (1998). The effects of presentation rate on serial memory in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 1235-1245.
24. Fazio, B. B., Naremore, R. C., & Connell, P. C. (1996). Tracking children at risk for specific language impairment: A three year longitudinal study. Journal of Speech and Hearing Research, 39, 35-45.
25. Feinberg, M. M. (1990). Using patterns to practice basic facts. Arithmetic Teacher, 37, 38-41.
26. Fuson, K. (1990) Issue in place-value and multi-digit addition and subtraction learning and teaching. Journal for Research in Mathematics Education, 21, 281-286.
27. Gathercole, S. F., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336-360.
28. Gibbs, D. P., & Cooper, E. B. (1989). Prevalence of communication disorders in students with learning disabilities. Journal of Learning Disabilities, 22, 60-63.
29. Ginsburg, H. P. (1997). Mathematics learning disabilities: A view from developmental psychology. Journal of Learning Disabilities, 30, 20-33.
30. Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114, 345-362.
31. Geary, D. C. (1994). Children's mathematical development. Washington, DC: American Psychological Association.
32. Gillam, R. B., Cowan, N., & Day, L. S. (1995). Sequential memory in children with and without language impairment. Journal of Speech and Hearing Research, 38, 393-402.
33. Goldman, S. R., Pellegrino, J. W., & Mertz, D. L. (1988). Extended practice of fast addition facts: Strategy change in learning disabled students. Cognition and Instruction, 5, 223-265.
34. Goldman, S. R., & Hasselbring, T. (1997). Achieving meaningful mathematics literacy for students with learning disabilities. Journal of Learning Disabilities, 30, 198-208.
35. Hasselbring, T. S., Goin, L. I., & Bransford, J. D. (1987). Effective mathematics instruction: Developing automaticity. Teaching Exceptional Children, 19, 30-33.
36. Haynes, C., & Naidoo, S. (1992). Children with specific speech and language impairments. Oxford, U.K.: Blackwell Scientific.
37. Hitch, G. J., & McAuley, E. (1991). Working memory in children with specific arithmetical learning disabilities. British Journal of Psychology, 82, 375-386.
38. Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122-149.
39. Johnson, B. R., & Siegler, R. S. (1998). The relation between conceptual and procedural knowledge in mathematics: A review. In C. Donlan (Ed.), The development of mathematical skills (pp. 58-68). Hove: Psychology Press.
40. Johnston, J. R. (1994). Cognitive abilities in children with language impairment. In R. Watkins & M. Rice (Eds.), Specific language impairments in children (pp. 107-122). Baltimore, MD: Paul Brookes.
41. Kaufman, A. S., & Kaufman, N. L. (1983). Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service.
42. Kail, R. (1992). Processing speech, speech rate and memory. Developmental Psychology, 28, 899-904.
43. Kozol, J. (1991). Savage inequalities. New York: Crown.
44. Lahey, M., & Bloom, L. (1994). Variability and language learning disabilities. In G. P. Wallach & K. G. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp. 354-372). New York: Macmillan College Publishing Co.
45. Lee, L. (1974). Developmental syntax scoring. Evanston, IL: Northwestern University Press.
46. Light, J. G., & DeFries, J. C. (1995). Comorbidity of reading and mathematics disabilities: Genetic and environmental etiologies. Journal of Learning Disabilities, 28, 96-106.
47. Mastropieri, M. A., Scruggs, T. E., & Shiah, S. (1991). Mathematics instruction for learning; disabled students: A review of research. Learning Disabilities Research & Practice, 6, 89-98.
48. McLeod, T., & Armstrong, S. (1982). Learning disabilities in mathematics-skill deficits and remedial approaches at the intermediate and secondary grades. Learning Disabilities Quarterly, 5, 305-311.
49. Mercer, S. P., & Miller, S. P. (1992). Teaching students with learning problems in math to acquire, understand and apply basic math facts. Remedial and Special Education, 13, 19-35, 61.
50. Miller, S. P., & Mercer, C. D. (1993). Using data to learn about concrete-semiconcrete-abstract instructions for students with math disabilities. Learning Disability Research & Practice, 8, 89-96.
51. Montague, M., Applegate, B., & Marquard, K. (1993). Cognitive strategy instruction and mathematical problem-solving performance of students with learning disabilities. Learning Disability Research & Practice, 8, 223-232.
52. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
53. Nunes, T., & Bryant, P. (1996). Children doing mathematics. Oxford, U.K.: Blackwell.
54. Parmar, R. S., & Cawley, J. F. (1995). Mathematics curricula frameworks: Goals for general and special education. Focus on Learning Problems in Mathematics, 17, 50-66.
55. Parmar, R. S., & Cawley, J. F. (1991). Challenging the routine and passivity that characterize arithmetic instruction for children with mild handicaps. Research and Special Education, 12, 23-32, 43.
56. Pelligrino, J. W., & Goldman, S. R. (1987). Information processing and elementary mathematics. Journal of Learning Disabilities, 20, 23-32.
57. Rivera, D. P. (1997). Mathematics education and students with learning disabilities. Journal of Learning Disabilities, 30, 1-10.
58. Scheid, K. (1990). Cognitive-based methods for teaching mathematics to students with learning problems. Columbus, OH: LINC Resources.
59. Schoenbrodt, L., Kumin, L., & Sloan, J. M. (1997). Learning disabilities existing concomitantly with communication disorder. Journal of Learning Disabilities, 30, 264-281.
60. Semel, E., Wiig, E. H., & Secord, W. (1987). Clinical Evaluation of Language Fundamentals-Revised. New York: The Psychological Corp.
61. Thornton, C. A. (1990) Strategies for the basic facts. In J .N. Payne (Ed.), Mathematics for the young child (pp. 133-151). Reston, VA: National Council of Teachers of Mathematics.
62. Thorton, C. A., Langrall, & Jones, G. A. (1997). Mathematics instruction for elementary students with learning disabilities. Journal of Learning Disabilities, 30, 142-150.
63. Torgesen, J. K. (1988). Studies of children with learning disabilities who perform poorly on memory span tasks. Journal of Learning Disabilities, 21, 605-612.
64. Torgesen, J. K., Rashotte, C. A., Greenstein, J., Houck, G., & Portes, P. (1987). Academic difficulties of learning disabled child who performs poorly on memory span tasks. In H. L. Swanson (Ed.), Memory and learning disabilities: Advances in learning and behavioral disabilities (pp. 305-333). Greenwich, CT: JAI Press.
65. Walker, D., Greenwood, C., Hart, B., & Carta, J. (1994). Prediction of school outcomes based on early language production and socioeconomic factors. Child Development, 65, 606-621.
66. Wallach, G. P., & Butler, K. G. (1994). Language learning disabilities in school-age children and adolescents. New York: Macmillan College Publishing Co.
67. Wood, D. A., Rosenberg, M. S., Carran, D. T. (1993). The effects of tape-recorded self-instruction cues on the mathematics performance of students with learning disabilities. Journal of Learning Disabilities, 26, 250-258, 269.