Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools

Y

18

Institute of Education Sciences (ED)

R305A080196
R324B110007

Kindergarten; Mathematics Achievement; Outcomes of Education; Nonverbal Ability; Intelligence Quotient; Vocabulary Development; Phonological Awareness; Naming; Short Term Memory; Numeracy; Achievement Tests; Predictor Variables; Experimental Groups; Control Groups; Pretests Posttests; Cognitive Ability; Intelligence Tests; Statistical Analysis

Expressive One Word Picture Vocabulary Test; Stanford Binet Intelligence Scale; Woodcock Johnson Tests of Achievement

10.1016/j.jecp.2015.07.004

0022-0965

This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numeracy and applied problems were administered in the spring of kindergarten. Fall numeracy scores accounted for substantial variation in spring outcomes (R[superscript 2] values = 0.49 and 0.32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (?R[superscript 2] = 0.05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (?R[superscript 2] = 0.14) after controlling for autoregressive effects and classroom nesting. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small.

As Provided

95

Yes

2018

ED580976