Hi. My name is Anne Mari Hogetveit, and I am a PhD candidate at the University of Agder. Today, I will summarise a systematic review and meta analysis where we have examined the math skills of children with Developmental Language Disorder, or DLD. The background for our study is that language is essential for learning. Because children with DLD have persistent difficulties in understanding and producing language, they are also at risk of learning difficulties. And previous research has suggested a higher prevalence of math difficulties in this group, but the extent and the underlying mechanisms remain unclear. To address this, we synthesise findings from 30 studies. We found that children with DLD performed approximately one standard deviation below the age-matched control groups in math, which is a substantial group difference. In practical terms, many of these children will perform in the lowest 15% to 20% in math. This gap may reflect the importance of language in teaching, communication, and collaboration. We also found that the type of mathematical task significantly moderated the size of group differences. The model here illustrates this. Larger effect sizes indicate greater gaps between children with DLD and the control groups. The largest differences were observed in math composites, word problems, arithmetic, and counting. Smaller differences were found in tasks assessing Arabic number knowledge and magnitude judgments. So why might this be? Math composites combine multiple tasks into one overall score, likely capturing a more reliable and broader estimate of performance. Word problems are highly language based. They require vocabulary, oral comprehension, and the ability to store and retrieve concepts and quantifiers. These processes are often impaired in children with DLD. Basic skills, such as counting and arithmetic, also rely on phonological processing and rapid retrieval of number facts, which is often challenging for this group. In contrast, magnitude judgement and basic number knowledge rely less on language, which may explain the smaller observed differences. And what implications do these findings have? For theory, the findings support models that include language as a central factor in math development. Previous meta-analyses has shown a moderate relation between language and math in unselected samples. Our findings extend this to children with DLD and, thus, across different ability levels. For diagnostic development, our results support the view that children with DLD have a complex profile of difficulties. Diagnostic systems should account for co-occurring difficulties, and broader assessment that include math skills may enable early identification and prevention of math difficulties in this group. For education, children with DLD are likely in need of support in learning and performing math, especially in word problems, arithmetic, and counting. Instruction that reduces verbal demands and engages multiple modalities may promote more effective learning and improve long-term outcomes for children with DLD. With that, thank you for listening. We hope you will read the full article in the Journal of Child Psychology and Psychiatry.