{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,9]],"date-time":"2026-07-09T03:15:55Z","timestamp":1783566955710,"version":"3.55.0"},"reference-count":73,"publisher":"Wiley","issue":"8","license":[{"start":{"date-parts":[[2026,3,19]],"date-time":"2026-03-19T00:00:00Z","timestamp":1773878400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,3,19]],"date-time":"2026-03-19T00:00:00Z","timestamp":1773878400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["acamh.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Child Psychology Psychiatry"],"published-print":{"date-parts":[[2026,8]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>\n                      Language is an essential skill for learning and academic achievement; therefore, children with developmental language disorder (\n                      <jats:styled-content style=\"fixed-case\">DLD<\/jats:styled-content>\n                      ) are at risk for learning difficulties. Previous research has indicated a higher prevalence of mathematical difficulties in children with\n                      <jats:styled-content style=\"fixed-case\">DLD<\/jats:styled-content>\n                      compared to control children without such difficulties. However, the extent to which\n                      <jats:styled-content style=\"fixed-case\">DLD<\/jats:styled-content>\n                      and mathematical difficulties co\u2010occur, as well as the nature of the difficulties, remains unclear.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      We performed a meta\u2010analysis of 30 studies examining the mathematical skills of children with\n                      <jats:styled-content style=\"fixed-case\">DLD<\/jats:styled-content>\n                      compared to controls and examined moderators related to children's age, cognitive abilities, mathematical domains, diagnostic status, and publication type.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Children with\n                      <jats:styled-content style=\"fixed-case\">DLD<\/jats:styled-content>\n                      performed approximately 1\n                      <jats:styled-content style=\"fixed-case\">\n                        <jats:italic>SD<\/jats:italic>\n                      <\/jats:styled-content>\n                      (Hedges'\n                      <jats:italic>g<\/jats:italic>\n                      \u2009=\u2009\u22121.03) below age\u2010matched controls in mathematics. Group differences were moderated by the type of mathematical task, with children with\n                      <jats:styled-content style=\"fixed-case\">DLD<\/jats:styled-content>\n                      being more impaired in arithmetic, counting, word problems, and composite math skills than in tasks evaluating Arabic number knowledge and magnitude judgment. There was a small\u2010study effect, but publication bias was not confirmed.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>\n                      Children with\n                      <jats:styled-content style=\"fixed-case\">DLD<\/jats:styled-content>\n                      perform considerably more poorly than controls in mathematics and are at a high risk of mathematical difficulties. This supports the notion that these children have a complex profile of difficulties.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcpp.70138","type":"journal-article","created":{"date-parts":[[2026,3,19]],"date-time":"2026-03-19T21:24:48Z","timestamp":1773955488000},"page":"1442-1453","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Research Review: Mathematical skills in children with developmental language disorder \u2013 a systematic review and meta\u2010analysis"],"prefix":"10.1111","volume":"67","author":[{"given":"Anne Mari","family":"H\u00f8getveit","sequence":"first","affiliation":[{"name":"Department of Education University of Agder  Kristiansand Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Esther Tamara","family":"Canrinus","sequence":"additional","affiliation":[{"name":"Department of Education University of Agder  Kristiansand Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5060-7087","authenticated-orcid":false,"given":"Enrica","family":"Donolato","sequence":"additional","affiliation":[{"name":"Faculty of Psychology Sigmund Freud University  Vienna Austria"},{"name":"Department of Special Needs Education and CREATE University of Oslo  Oslo Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6461-1167","authenticated-orcid":false,"given":"Monica","family":"Melby\u2010Lerv\u00e5g","sequence":"additional","affiliation":[{"name":"Department of Special Needs Education and CREATE University of Oslo  Oslo Norway"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,3,19]]},"reference":[{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ridd.2017.04.013"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1044\/2014_LSHSS-13-0003"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/bul0000457"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2002\/079)"},{"key":"e_1_2_10_7_1","unstructured":"*Barnard A.(2007).The relationship between numerical cognition language and memory in children with typical language development and children with specific language impairment. 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