Language Access is a Catalyst for Early Numerical Abilities
Year: 2026
Type: article
Study design: Observational Study
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.
Source: Developmental Science
DOI: 10.1111/desc.70195
Institutions: Boston College, University of Connecticut, Wesleyan University
Language: English
Subfield: Statistics and Probability
Field: Mathematics
Domain: Physical Sciences
SDG: Reduced inequalities
Open Access status: hybrid
Estimated APC paid: $4,140
Funder: National Science Foundation
Awards: G2136443091, CAREER: The Impact of Language Experience on the Development of Number Representations in Deaf, Hard of Hearing, and Hearing Children, CAREER: The role of language in children's acquisition of number concepts, Implementation and Efficacy Study of Preschool Math Activities for Numeracy, G8497509081
OpenAlex ID: W7156319651