The Language of Math: Part of the Informational Discourse Continuum Children with language impairment (LI) exhibit difficulty with basic information processing skills that relate to encoding, storing, recalling, organizing, and producing language (Reimann, Gut, Frischknecht, & Grob, 2013). These language-learning problems may impact their ability to understand and use discourse in social and academic settings. One form of informational discourse ... Article
Article  |   August 31, 2016
The Language of Math: Part of the Informational Discourse Continuum
Author Affiliations & Notes
  • Sandra Gillam
    Department of Communicative Disorders and Deaf Education, Utah State University, Logan, UT
  • Sarai Sophia Holbrook
    Department of Communicative Disorders and Deaf Education, Utah State University, Logan, UT
  • Arla Westenskow
    School of Teacher Education and Leadership, Utah State University, Logan, UT
  • Disclosures
    Disclosures ×
  • Financial: The authors have no relevant financial interests to disclose.
    Financial: The authors have no relevant financial interests to disclose.×
  • Nonfinancial: The authors have no relevant nonfinancial interests to disclose.
    Nonfinancial: The authors have no relevant nonfinancial interests to disclose.×
Article Information
Development / School-Based Settings / Professional Issues & Training / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Part 3
Article   |   August 31, 2016
The Language of Math: Part of the Informational Discourse Continuum
Perspectives of the ASHA Special Interest Groups, August 2016, Vol. 1, 118-127. doi:10.1044/persp1.SIG1.118
History: Received February 8, 2016 , Revised June 16, 2016 , Accepted June 21, 2016
Perspectives of the ASHA Special Interest Groups, August 2016, Vol. 1, 118-127. doi:10.1044/persp1.SIG1.118
History: Received February 8, 2016; Revised June 16, 2016; Accepted June 21, 2016

Children with language impairment (LI) exhibit difficulty with basic information processing skills that relate to encoding, storing, recalling, organizing, and producing language (Reimann, Gut, Frischknecht, & Grob, 2013). These language-learning problems may impact their ability to understand and use discourse in social and academic settings. One form of informational discourse that is not often discussed, but is critical for success in academic settings, is mathematical discourse. This paper addresses ways in which SLPs may improve students' abilities to profit from instruction in math.

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