Literaturnachweis - Detailanzeige
| Autor/inn/en | Spencer, Mercedes; Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas |
|---|---|
| Titel | Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes |
| Quelle | In: Journal of Educational Psychology, 114 (2022) 2, S.273-288 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Spencer, Mercedes) ORCID (Fuchs, Lynn S.) ORCID (Geary, David C.) ORCID (Fuchs, Douglas) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000670 |
| Schlagwörter | Grade 1; Elementary School Students; Grade 2; Mathematics Skills; Reading Skills; Learning Disabilities; Predictor Variables; Cognitive Ability; Skill Development; Wechsler Abbreviated Scale of Intelligence; Woodcock Johnson Tests of Cognitive Ability; Woodcock Diagnostic Reading Battery; Wide Range Achievement Test; Keymath Diagnostic Arithmetic Test |
| Abstract | We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word reading) in 370 children (Mage = 6.55 years, SDage = 0.33 years at the start of the study) who were identified as at-risk or not-at-risk for mathematics disability. Path analysis mediation models revealed that numerical cognition, assessed at an intermediary timepoint, mediated the effects of processing speed, working memory, calculation skill, word-problem solving, and attentive behavior on all 3 outcomes. Findings indicate that multiple early domain-general cognitive abilities are related to later mathematics and reading outcomes and that numerical cognition processes, which may track ease of forming symbol-concept associations, predict later performance across both academic domains. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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