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The Role of Cognitive Functions and English Language Proficiency in Arithmetic Achievement: Does L1/l2 Status Matter?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Safronsky, Emily |
| Copyright Year | 2014 |
| Abstract | The current research examined the role of different cognitive functions as well as the role of English language proficiency in the arithmetic performance of 91 Grade 5 Native English Speakers (EL1) and 172 Grade 5 English Language Learners (ELL). Cognitive profiles of normally achieving (NA) children and children at-risk (AR) for a mathematics learning disability (MLD) were examined in each language group. Findings revealed that nonverbal reasoning, working memory, and processing speed significantly predict Grade 5 arithmetic performance, regardless of language background. English language proficiency did not predict arithmetic performance in either language group. Children atrisk for MLD exhibited similar cognitive profiles and processing deficits regardless of language group. Results suggest that English language proficiency does not place ELL children at a greater risk for poor achievement in arithmetic. Implications for the assessment and diagnosis of MLD in children who are learning English as a second language are discussed. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://tspace.library.utoronto.ca/bitstream/1807/88561/1/Safronsky_Emily_201411_MA_thesis.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |