2018-2019 Grant in Aid of Research

Math Achievement Among Children with Speech Language Impairment

Monih A. Alshehri

Cowan (2011) suggested that the main components of cognitive functioning, like working memory, processing speed, oral language, and literacy, are factors that may impact basic calculation proficiency and math achievement. Many studies stress the role of working memory in simple arithmetic (see DeStefano & LeFevre, 2004 for review), but few studies have looked at working memory as a source of individual differences in math performance particularly in individuals with language impairment coming from different socioeconomic status (SES).  Studies have shown that both components of working memory (visual and verbal) play a great role in math performance. SES is another factor that influences not just math achievement but also language development.

Math achievement is varied among students. Each student has certain skills and capacities that teachers need to consider in the classroom. Language is a skill that impacts students’ performance in all subjects such as math, social studies, and science since they use spoken and written language skills and strategies. Different subjects such as reading, writing, and math require different languages (Getty & Summy, 2006); consequently, students will suffer academically if they have impairment in receptive and/or expressive language skill (Getty & Summy, 2006).

Previous research has demonstrated a relationship between SES and language ability, SES and working memory, and SES and math achievement. However, the combination of all those variables together in one model will be examined in the current research project to see how they are related to each other. This model will also indicate if math achievement can be predicted by working memory (visual and verbal) and grade level in elementary students who are language impaired.