Processes in the development of mathematics in kindergarten children from Title 1 schools.
J Exp Child Psychol
; 140: 56-73, 2015 Dec.
Article
en En
| MEDLINE
| ID: mdl-26232591
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(2) values = .49 and .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 (ΔR(2) = .05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (ΔR(2) = .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.
Palabras clave
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Aptitud
/
Matemática
Tipo de estudio:
Etiology_studies
/
Incidence_studies
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Observational_studies
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Prognostic_studies
/
Risk_factors_studies
Límite:
Child
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Child, preschool
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Female
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Humans
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Male
Idioma:
En
Revista:
J Exp Child Psychol
Año:
2015
Tipo del documento:
Article
Pais de publicación:
Estados Unidos