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Related Experiment Video

Updated: Sep 7, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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The relationship between phonological processing and arithmetic in children with learning disabilities.

Anna A Matejko1, Melanie Lozano1, Nicole Schlosberg1

  • 1Center for the Study of Learning, Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia, USA.

Developmental Science
|June 21, 2022
PubMed
Summary
This summary is machine-generated.

Phonemic awareness, crucial for reading, is linked to arithmetic fact retrieval in children with learning disabilities (LDs). This suggests phonemic awareness training may benefit both reading and math skills.

Keywords:
arithmeticfact retrievallearning disabilitiesphonological processingprocedural computationreading

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Phonological processing skills are vital for reading and arithmetic in typically developing children.
  • Research suggests a stronger link between phonological skills and arithmetic fact retrieval than procedural computation.
  • The relationship between phonological processing and arithmetic in children with learning disabilities (LDs) remains under-investigated.

Purpose of the Study:

  • To investigate the relationship between phonological processing skills and arithmetic in children with LDs.
  • To determine if phonological processing skills differentially relate to arithmetic fact retrieval versus procedural computation.
  • To inform interventions for co-occurring reading and math difficulties.

Main Methods:

  • Examined phonemic awareness, phonological memory, and rapid serial naming in 63 children with LDs.
  • Assessed arithmetic performance, distinguishing between fact retrieval and procedural computation.
  • Correlational analysis to identify relationships between phonological skills and arithmetic processes.

Main Results:

  • Phonemic awareness was significantly related to arithmetic fact retrieval.
  • Phonological memory and rapid serial naming showed no association with arithmetic fact retrieval.
  • No phonological processing skills were associated with procedural computation.

Conclusions:

  • Phonemic awareness is linked to arithmetic fact retrieval in children with LDs, mirroring findings in typically developing children.
  • The findings highlight the importance of phonemic awareness for both reading and specific aspects of arithmetic.
  • Phonemic awareness training may offer a potential intervention target for improving both reading and arithmetic fact retrieval skills in children with LDs.