Explaining common variance shared by early numeracy and literacy

Explaining common variance shared by early numeracy and literacy How can be explained that early literacy and numeracy share variance? We specifically tested whether the correlation between four early literacy skills (rhyming, letter knowledge, emergent writing, and orthographic knowledge) and simple sums (non-symbolic and story condition) reduced after taking into account preschool attention control, short-term memory, speed of processing, visual-spatial skills, vocabulary, and shared book reading. 228 Dutch native preschoolers (mean age 54.25; SD = 2.12 months) participated. The results revealed that 1) all literacy skills were related to sums (non-symbolic and story condition), 2) rhyming was the strongest predictor of non-symbolic sums, and letter knowledge of sums in story context, 3) visual-spatial skills explained part of the shared variance in the non-symbolic condition and visualspatial skills, vocabulary and short-term memory explained part of the shared variance in sums in story context. Implications for the preschool curriculum and early interventions are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Explaining common variance shared by early numeracy and literacy

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Publisher
Springer Netherlands
Copyright
Copyright © 2013 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-013-9465-0
Publisher site
See Article on Publisher Site

Abstract

How can be explained that early literacy and numeracy share variance? We specifically tested whether the correlation between four early literacy skills (rhyming, letter knowledge, emergent writing, and orthographic knowledge) and simple sums (non-symbolic and story condition) reduced after taking into account preschool attention control, short-term memory, speed of processing, visual-spatial skills, vocabulary, and shared book reading. 228 Dutch native preschoolers (mean age 54.25; SD = 2.12 months) participated. The results revealed that 1) all literacy skills were related to sums (non-symbolic and story condition), 2) rhyming was the strongest predictor of non-symbolic sums, and letter knowledge of sums in story context, 3) visual-spatial skills explained part of the shared variance in the non-symbolic condition and visualspatial skills, vocabulary and short-term memory explained part of the shared variance in sums in story context. Implications for the preschool curriculum and early interventions are discussed.

Journal

Reading and WritingSpringer Journals

Published: Aug 20, 2013

References

  • Working memory and phonological awareness as predictors of progress towards early learning goals at school entry
    Alloway, TP; Gathercole, SE; Adams, AM; Willis, C; Eaglen, R; Lamont, E
  • Cognitive and environmental predictors of early literacy skills
    Davidse, NJ; Jong, MT; Bus, AG; Huijbregts, SCJ; Swaab, H
  • The contribution of executive functions to emergent mathematic skills in preschool children
    Espy, K. A.; McDiarmid, M. M.; Cwik, M. F.; Stalets, M. M.; Hamby, A.; Senn, T. E.
  • Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study
    Geary, DC

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