Basic numeracy in children with specific language impairment

Abstract

Experience suggests that mathematical learning is often inhibited in children with Specific Language Impairment (SLI), although their nonverbal abilities are presumed intact. The findings of a survey of basic numeracy in a broadly based sample of SLI seven-year-olds are reported. An overall deficit is found, though effects are patchy. Where verbal demands are minimized, evidence is found of relatively advanced numeracy skills in some SLI children. The findings are discussed in relation to recent experimental findings which suggest that a nonverbal representation system underlies the development of numeracy.