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Related Experiment Video

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Phonological awareness and mathematical difficulty: a longitudinal perspective.

Julie-Ann Jordan¹, Judith Wylie, Gerry Mulhern

¹School of Psychology, Queen's University Belfast, UK.

The British Journal of Developmental Psychology

|March 24, 2010

Summary

Children with poor phonology (PD) showed significant math impairments by age 7. Lower general ability predicted later comorbid phonological and mathematical difficulties (PDMD) in some PD children.

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Area of Science:

Developmental Psychology
Educational Psychology
Cognitive Science

Background:

Phonological skills are crucial for early learning.
The relationship between phonological difficulties and mathematical development is not fully understood.
Early identification of children at risk for learning difficulties is essential.

Purpose of the Study:

To investigate the longitudinal impact of poor phonology on mathematical achievement in young children.
To identify predictors of comorbid phonological and mathematical difficulties.
To examine the developmental trajectory of mathematical skills in children with phonological impairments.

Main Methods:

A longitudinal study followed 82 five-year-olds identified with typically achieving (TA), phonological difficulty (PD), or comorbid phonological and mathematical difficulties (PDMD).
Children were assessed on eight components of mathematics achievement from ages 5 to 7 years.
General ability, phonological awareness, and mathematical performance were evaluated.

Main Results:

By age 7, children with PD exhibited significant impairments in formal mathematics compared to TA children.
Approximately half of the PD children developed comorbid PDMD by age 7.
Lower verbal and non-verbal general ability scores at age 5 predicted the development of PDMD in children with PD.

Conclusions:

Poor phonology can negatively impact mathematical development, potentially leading to comorbid difficulties.
General cognitive ability is a key factor in differentiating the severity of mathematical deficits in children with phonological impairments.
Early screening for both phonological and general cognitive skills may aid in identifying children at risk for mathematical difficulties.