A Novel Diagnostic Test Battery for Math Learning Disorder in a Multilingual Education Context

The diagnostics of specific learning disorder in mathematics encompasses an assessment of individual weaknesses and strengths to provide adequate support and hence minimize the impact on children’s scholastic achievement. In general, diagnostic tools rely on language for instructions and task presentation and thus, test language proficiency is likely to impact student’s test performance. This is especially challenging in linguistically diverse environments, such as Luxembourg, where many children do not speak the language of instruction at home (i.e., second-language learners). Although currently used diagnostic tests are generally of good psychometric quality, they rarely consider linguistic heterogeneity, questioning their reliable and valid use in a multilingual setting. To optimize the diagnostic process, we have developed a test battery in mathematics for third-grade children, tailored to a multilingual education context. It comprises a set of core and optional subtests assessing basic numerical and arithmetic skills, based on diagnostic guidelines and neurocognitive models of number processing. Special emphasis was put on the language aspect, both during test development and data analysis. The tool was validated on N = 697 third-grade children in schools all over Luxembourg, and the results indicate overall good psychometric quality. Performance differences between first- and second-language learners were accounted for with separate reference values of four home language groups. As such, the present test battery provides fairer insights into individual weaknesses and strengths in the area of numbers and arithmetic in a multilingual education context, hence fostering more tailored support for children experiencing persistent math difficulties.