روابط بین تجارب اصلی حساب و مهارت های محاسبه اساسی کودکان با و بدون اختلال زبان خاص
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|75932||2013||9 صفحه PDF||سفارش دهید||8148 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Early Childhood Research Quarterly, Volume 28, Issue 2, 2nd Quarter 2013, Pages 415–423
The present study examined the relations between home numeracy experiences (i.e., parent–child numeracy activities and parents’ numeracy expectations) and basic calculation skills (i.e., addition and subtraction) of children with Specific Language Impairment (SLI) and their peers with Normal Language Achievement (NLA), while taking into account their cognitive and linguistic capacities. Fifty children with SLI and 100 children with NLA were tested on cognitive, linguistic, and basic calculation skills, and their parents filled in questionnaires on home numeracy activities and numeracy expectations. The results showed parents of children with SLI report engaging in fewer numeracy-related activities and have lower numeracy expectations for their children than parents of children with NLA. Furthermore, parent–child numeracy activities were more strongly associated with addition and subtraction for children with SLI. It is thus especially important that parents of children with SLI are made aware of their important role in the development of their child's basic calculation skills.