Govor, Vol. 43 No. 1, 2026.
Review article
https://doi.org/10.22210/govor.2026.43.03
The role of language in mathematical achievement in children with developmental language disorder
Dorotea Čučak
orcid.org/0009-0009-6321-8203
; Faculty of Speech and Language Pathology, University of Rijeka, Croatia
*
Maja Kelić
orcid.org/0000-0002-7253-1295
; Faculty of Speech and Language Pathology, University of Rijeka, Croatia
*
Valentina Martan
orcid.org/0000-0002-4278-0194
; Faculty of Speech and Language Pathology, University of Rijeka, Croatia
*
* Corresponding author.
Abstract
Language is the primary medium through which children develop a wide range of skills, and its impairment can pose a significant obstacle to this process. From the first number words to complex mathematical problems, language is an essential factor in developing mathematical skills. This systematic review explores how phonological, semantic, morphosyntactic, and pragmatic deficits in children with developmental language disorder (DLD) hinder mathematical proficiency. The paper aims to analyze the mechanisms underlying the relationship between language difficulties and mathematical achievement, and to provide a foundation for planning clinical and educational support for students with DLD in developing their mathematical skills. A systematic literature search conducted according to the PRISMA protocol yielded eight papers, which were included in a qualitative analysis and enriched with theoretical insights on DLD. Results indicate that children with DLD face challenges in basic and complex mathematical skills, such as verbal counting, transcoding, performing arithmetic operations, and solving word problems. A closer look at each language component reveals a potential source of impaired mathematical thinking and learning. For instance, difficulties in retrieving and manipulating phonological representations reduce children’s efficiency in performing arithmetic operations, while semantic deficits limit their comprehension of mathematical vocabulary. Morphosyntactic and pragmatic weaknesses are most evident in word problems that require the understanding of complex linguistic structures and the ability to draw implicit conclusions. This comprehensive way of studying mathematical difficulties aligns with emerging models of dyscalculia, which increasingly emphasize the need for a holistic approach to diagnosis and intervention. The assessment of DLD should routinely include an evaluation of mathematical abilities, ensuring that children at risk for math learning challenges receive early interventions and sustained support throughout their formal education. The paper highlights the importance of recognizing language barriers in mathematical development and emphasizes the need for planning support tailored to students’ individual profiles.
Keywords
language; mathematics; developmental language disorder; dyscalculia; language components
Hrčak ID:
348950
URI
Publication date:
7.7.2026.
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