Comparison of the effect of working memory on mathematical performance in children with and without developmental language disorder

The aim of this study is to investigate the effect of working memory performance on mathematical performance in non-routine verbal problems in children with Developmental Language Disorder (DLD) and Typically Developing (TD) children. The study included a total of 52 children aged between 6 and 8 years and 11 months, identified as having DLD (n=26) and as TD (n=26) according to the Test of Language Development-Primary: Fourth Edition (TOLD-P4). Participants were assessed using the WISC-R Intelligence Test, Working Memory Scale (WMS) and non-routine mathematical problems were administered. The working memory capacities (verbal, visual, and total) (p<0.05) and mathematical performance in nonroutine verbal problems (p<0.05) of children with DLD were found to be statistically significantly lower compared to their TD peers. Regression analysis showed that the working memory sub-tests (r=0.527) and the TOLD-P4 Organizing score (r=0.419) were related to mathematical performance. DLD negatively affects mathematical performance and working memory in children aged 6 years to 8 years and 11 months. The TOLD-P4 Organizing score and working memory skills play a decisive role in the participants mathematical performance in non-routine verbal problems