Language Access Is a Catalyst for Early Numerical Abilities
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| Title: | Language Access Is a Catalyst for Early Numerical Abilities |
|---|---|
| Language: | English |
| Authors: | Stacee Santos (ORCID |
| Source: | Developmental Science. 2026 29(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 941002 1553589 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Preschool Children, Deafness, Hard of Hearing, Numeracy, Mathematics Skills, Language Skills, Vocabulary, Oral Language |
| DOI: | 10.1111/desc.70195 |
| ISSN: | 1363-755X 1467-7687 |
| Abstract: | Recent research has found that the cumulative amount of time a child has had auditory access to language accounts for differences in early numerical abilities between oral Deaf and Hard-of-Hearing (DHH) and hearing preschoolers. We replicate and extend these findings by exploring the role of language ability and salience of numerical information with a larger sample (N = 89; 43 female; majority White) of 3-6-year-old oral DHH and hearing children. We captured number knowledge, numerical discrimination, salience of numerical information, and parent-reports of vocabulary and language experience. Oral DHH children underperformed on the numerical tasks and vocabulary, however, disparities in numerical measures disappeared when controlling for differences in language experience. The salience of numerical information was similar for both groups. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504245 |
| Database: | ERIC |
| Abstract: | Recent research has found that the cumulative amount of time a child has had auditory access to language accounts for differences in early numerical abilities between oral Deaf and Hard-of-Hearing (DHH) and hearing preschoolers. We replicate and extend these findings by exploring the role of language ability and salience of numerical information with a larger sample (N = 89; 43 female; majority White) of 3-6-year-old oral DHH and hearing children. We captured number knowledge, numerical discrimination, salience of numerical information, and parent-reports of vocabulary and language experience. Oral DHH children underperformed on the numerical tasks and vocabulary, however, disparities in numerical measures disappeared when controlling for differences in language experience. The salience of numerical information was similar for both groups. |
|---|---|
| ISSN: | 1363-755X 1467-7687 |
| DOI: | 10.1111/desc.70195 |
