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Related Experiment Video

Updated: Apr 29, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Language Access is a Catalyst for Early Numerical Abilities.

Stacee Santos1, Hiram Brownell1, Marie Coppola2

  • 1Department of Psychology & Neuroscience, Boston College, Chestnut Hill, Massachusetts, USA.

Developmental Science
|April 27, 2026
PubMed
Summary
This summary is machine-generated.

Language access significantly impacts early math skills in young children. For oral Deaf and Hard-of-Hearing (DHH) children, language experience, not hearing status, explains differences in numerical abilities.

Keywords:
approximate number systemcountingdeaf and hard of hearinglanguagespontaneous focus on number

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Speech and Hearing Sciences

Background:

  • Early numerical abilities are crucial for academic success.
  • Previous research suggests auditory language exposure influences early math skills.
  • Differences in numerical abilities exist between hearing and Deaf and Hard-of-Hearing (DHH) preschoolers.

Purpose of the Study:

  • To replicate and extend findings on the relationship between auditory language access and early numerical abilities.
  • To investigate the role of language ability and the salience of numerical information in oral DHH and hearing children.
  • To explore these relationships in a larger sample of 3- to 6-year-old children.

Main Methods:

  • A larger sample of 89 oral DHH and hearing children (ages 3-6) participated.
  • Children completed tasks assessing number knowledge and numerical discrimination.
  • Parent-reported vocabulary and language experience were collected, alongside measures of numerical information salience.

Main Results:

  • Oral DHH children showed lower performance on numerical tasks and vocabulary compared to hearing peers.
  • Disparities in numerical abilities between groups disappeared when controlling for language experience.
  • The salience of numerical information was comparable across both groups.

Conclusions:

  • Cumulative auditory language access is a key factor in early numerical development.
  • Language experience, rather than hearing status alone, explains differences in numerical abilities.
  • Interventions should focus on enhancing language experience to support mathematical development in DHH children.