Home Activities and Cognitive Skills in Relation to Early Literacy and Numeracy: Testing a Multifactorial Model in Preschoolers

Autor/inn/en	Bonifacci, Paola; Trambagioli, Nicole; Bernabini, Luca; Tobia, Valentina
Titel	Home Activities and Cognitive Skills in Relation to Early Literacy and Numeracy: Testing a Multifactorial Model in Preschoolers
Quelle	In: European Journal of Psychology of Education, 37 (2022) 3, S.681-705 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bonifacci, Paola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00528-2
Schlagwörter	Numeracy; Emergent Literacy; Preschool Children; Verbal Ability; Short Term Memory; Phonology; Spatial Ability; Visual Perception; Predictor Variables; Phonological Awareness; Family Environment; Cognitive Ability; Measures (Individuals); Task Analysis; Inhibition; Vocabulary Development; Learning Activities; Structural Equation Models; Questionnaires + Suchen Sie Ihr Suchwort? Rechenkompetenz; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mündliche Leistung; Kurzzeitgedächtnis; Fonologie; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Prädiktor; Familienmilieu; Denkfähigkeit; Messdaten; Aufgabenanalyse; Hemmung; Wortschatzarbeit; Lernaktivität; Fragebogen
Abstract	The aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and phonological and visuo-spatial working memory, tasks tapping response inhibition, and predictors of literacy (vocabulary, phonological awareness, letter knowledge) and numeracy (magnitude comparison, number knowledge) skills. The structural equation model indicated that verbal working memory and, to a lesser extent, inhibition represented cross-domain predictors, whereas home numeracy activities and visuo-spatial working memory explained additional variance only for early numeracy skills. Implications for parents and educators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01