Phonological processing skills have not only been shown to be important for reading skills, but also for arithmetic skills. Specifically, previous research in typically developing children has suggested that phonological processing skills may be more closely related to arithmetic problems that are solved through fact retrieval (e.g., remembering the solution from memory) than procedural computation (e.g., counting). However, the relationship between phonological processing and arithmetic in children with learning disabilities (LDs) has not been investigated. Yet, understanding these relationships in children with LDs is especially important because it can help elucidate the cognitive underpinnings of math difficulties, explain why reading and math disabilities frequently co-occur, and provide information on which cognitive skills to target for interventions. In 63 children with LDs, we examined the relationship between different phonological processing skills (phonemic awareness, phonological memory, and rapid serial naming) and arithmetic. We distinguished between arithmetic problems that tend to be solved with fact retrieval versus procedural computation to determine whether phonological processing skills are differentially related to these two arithmetic processes. We found that phonemic awareness, but not phonological memory or rapid serial naming, was related to arithmetic fact retrieval. We also found no association between any phonological processing skills and procedural computation. These results converge with prior research in typically developing children and suggest that phonemic awareness is also related to arithmetic fact retrieval in children with LD. These results raise the possibility that phonemic awareness training might improve both reading and arithmetic fact retrieval skills.

中文翻译：

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学习障碍儿童语音加工与算术的关系

语音处理技能不仅对阅读技能很重要，对算术技能也很重要。具体而言，之前对正常发育儿童的研究表明，语音处理技能可能与通过事实检索（例如，从记忆中记住解决方案）解决的算术问题比程序计算（例如，计数）更密切相关。然而，尚未研究有学习障碍 (LD) 儿童的语音处理和算术之间的关系。然而，了解 LD 儿童的这些关系尤为重要，因为它可以帮助阐明数学困难的认知基础，解释为什么阅读和数学障碍经常同时发生，并提供有关干预的目标认知技能的信息。在 63 名 LDs 儿童中，我们检查了不同的语音处理技能（音素意识、语音记忆和快速连续命名）与算术之间的关系。我们区分了倾向于通过事实检索和程序计算解决的算术问题，以确定语音处理技能是否与这两个算术过程有差异相关。我们发现音素意识，而不是语音记忆或快速连续命名，与算术事实检索有关。我们还发现任何语音处理技能和程序计算之间没有关联。这些结果与之前对正常发育儿童的研究相吻合，表明音素意识也与 LD 儿童的算术事实检索有关。这些结果提高了音素意识训练可能提高阅读和算术事实检索技能的可能性。