Knowledge of Mathematical Equivalence in Children With Specific Language Impairment: Insights From Gesture and Speech

Conclusion: Children with SLI showed delays in their knowledge of mathematical equivalence. Children with ER-SLI displayed greater delays than children with E-SLI. Children with E-SLI sometimes expressed more advanced knowledge in gestures, suggesting that their knowledge is represented in a nonverbal format.

from Language, Speech and Hearing Services in Schools

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About Callier Library

Housed at the internationally renowned Callier Center for Communication Disorders, Callier Library a branch facility of the McDermott Library at The University of Texas at Dallas.

Posted on January 12, 2011, in Research and tagged , , , , . Bookmark the permalink. Leave a comment.

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