Number development and children with specific language impairment

Publisher Summary The aims of this chapter is to investigate whether the number skills of children with specific language impairment (SLI) differ from those of their typically developing peers, matched in nonverbal reasoning, and a group of younger typically developing children matched on language comprehension. It assesses whether small number quantification accuracy accounts for additional variation in number tasks beyond the other influences. How children develop competence with numbers and why they differ so much in their progress are important questions whether one is concerned with numeracy, the skills and knowledge for dealing with numerical information in everyday life, or mathematics, the sciences dealing with the logic of quantity, shape, and arrangement. The study of number development in children with SLI has the potential to contribute both to the understanding of the factors that influence children's progress generally and to the knowledge base for professionals working with these children. Previous work on number in children with SLI had indicated selective impairments: children with SLI showed impaired procedural skills, particularly in counting, from an early age but less impaired understanding of number, for example counting principles. An investigation of children with SLI provided ample evidence of the continuing deficit in counting and calculation.