P.C.J. Segers

How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia

This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth‐grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia.

Towards a theoretical framework on individual differences in numerical abilities: Role of home numeracy experiences

Numeracy experiences at home impact children’s numerical abilities. This goes for both parent–child numeracy activities and parents’ numeracy expectations. However, the interrelatedness between home numeracy experiences and numeracy skills is far from clear as cognitive and linguistic child factors impact numerical abilities as well. In this chapter, we propose a theoretical framework on individual differences in numerical abilities in which both child and home factors are included. Following this theoretical framework, we will explain delays in numerical abilities of children with limited second language input at home (i.e., second language learners) and children with limited language abilities (children with Specific Language Impairment). These children may have a dual risk in developing lower numerical abilities; besides having a language problem, their home environment may be less optimal than that of typically developing children without language problems. We close this chapter with a perspective on future research and implications for practice.

Role of linguistic skills in fifth-grade mathematics

The current study investigated the direct and indirect relations between basic linguistic skills (i.e., phonological skills and grammatical ability) and advanced linguistic skills (i.e., academic vocabulary and verbal reasoning), on the one hand, and fifth-grade mathematics (i.e., arithmetic, geometry, and fractions), on the other, taking working memory and general intelligence into account and controlling for socioeconomic status, age, and gender. The results showed the basic linguistic representations of 167 fifth graders to be indirectly related to their geometric and fraction skills via arithmetic. Furthermore, advanced linguistic skills were found to be directly related to geometry and fractions after controlling for arithmetic. It can be concluded that linguistic skills directly and indirectly relate to mathematical ability in the upper grades of primary education, which highlights the importance of paying attention to such skills in the school curriculum.