The Role of Cognitive Functions and Language Proficiency in Arithmetic Achievement: Does L1/L2 Status Matter?

The current research examined the role of different cognitive functions as well as the role of English language proficiency in the arithmetic performance of 91 Grade 5 Native English Speakers (EL1) and 172 Grade 5 English Language Learners (ELL). Cognitive profiles of normally achieving (NA) children and children at-risk (AR) for a mathematics learning disability (MLD) were examined in each language group. Findings revealed that nonverbal reasoning, working memory, and processing speed significantly predict Grade 5 arithmetic performance, regardless of language background. English language proficiency did not predict arithmetic performance in either language group. Children at-risk for MLD exhibited similar cognitive profiles and processing deficits regardless of language group. Results suggest that English language proficiency does not place ELL children at a greater risk for poor achievement in arithmetic. Implications for the assessment and diagnosis of MLD in children who are learning English as a second language are discussed.M.A.2018-03-22 00:00:0