Early cognitive profiles predicting reading and arithmetic skills in grades 1 and 7

Korpipää, Heidi; Moll, Kristina; Aunola, Kaisa; Tolvanen, Asko; Koponen, Tuire; Aro, Mikko; Lerkkanen, Marja‐Kristiina

doi:10.1016/j.cedpsych.2019.101830

Cited by 8 publications

(4 citation statements)

References 46 publications

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“…This is also when the early literacy and numeracy skills create a foundation for future reading and mathematical skill development: Symbolic and nonsymbolic numeracy skills, assessed before school entry, have been shown to predict later mathematical skills (Watts et al, 2014;Zhang et al, 2014;Koponen et al, 2016;Koponen et al, 2019;Schneider et al, 2017;Chu et al, 2018;Geary et al, 2018), and early language and literacy skills have been shown to predict reading skills (e.g., Torppa et al, 2010;Ziegler et al, 2010;Psyridou et al, 2018;Hjetland et al, 2020). Reading and mathematical development are deeply interconnected processes, and emerging evidence reveals both shared and unshared predictors of reading and mathematical skill development (e.g., Purpura et al, 2011;Davidse et al, 2014;Purpura and Ganley, 2014;Purpura et al, 2017a;Korpipää, 2020;Vanbinst et al, 2020). At school age, the comorbidity of reading difficulties (RD) and mathematical difficulties (MD) is also common: The rate of the cooccurrence of these difficulties has been estimated to be approximately 30-70% (Landerl and Moll, 2010;Moll et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties

et al. 2021

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This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, number naming, vocabulary, print knowledge, and letter knowledge were assessed individually. Parents (N = 202) reported on their education level, learning difficulties in math and reading (familial risk, FR), and home learning environment separately for numeracy (HNE) and literacy (HLE) while their children were 2.5 years old and again while they were 5.5 years old. The results revealed both within-domain and cross-domain associations. Parents’ mathematical difficulties (MD) and reading difficulties (RD) and home numeracy environment predicted children’s numeracy and literacy skill development within and across domains. An evocative effect was found as well; children’s skills in counting, number sequence knowledge, number symbol identification, and letter knowledge negatively predicted later home numeracy and literacy activities. There were no significant indirect effects from parents’ RD, MD, or educational level on children’s skills via HLE or HNE. Our study highlights that parental RD and MD, parental education, and the home learning environment form a complex pattern of associations with children’s numeracy and literacy skills starting already in toddlerhood.

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Section: Introductionmentioning

confidence: 99%

Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties

et al. 2021

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“…More specifically, multiplication facts are stored in verbal memory (Dehaene, 1992;Dehaene & Cohen, 1995;Dehaene et al, 2003). In line with this idea, learning multiplication facts depends on language skills and memory (LeFevre et al, 2010;Xu et al, 2021; this is true also for arithmetic facts other than multiplication); and phonological skills predict arithmetic abilities (Jordan et al, 2010;Korpipää et al, 2020;Simmons & Singleton, 2008). Thus, while understanding the mathematical aspects of multiplication is necessaryit provides a way to solve multiplication exercises, and it underlies the knowledge of how to use multiplication for particular goals-rote memory helps become proficient in arithmetic.…”

Section: Introductionmentioning

confidence: 94%

Elementary math in elementary school: the effect of interference on learning the multiplication table

Dotan

Zviran-Ginat

2022

Cogn. Research

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Memorizing the multiplication table is a major challenge for elementary school students: there are many facts to memorize, and they are often similar to each other, which creates interference in memory. Here, we examined whether learning would improve if the degree of interference is reduced, and which memory processes are responsible for this improvement. In a series of 16 short training sessions over 4 weeks, first-grade children learned 16 multiplication facts—4 facts per week. In 2 weeks the facts were dissimilar from each other (low interference), and in 2 control weeks the facts were similar (high interference). Learning in the low-similarity, low-interference weeks was better than in the high-similarity weeks. Critically, this similarity effect originated in the specific learning context, i.e., the grouping of facts to weeks, and could not be explained as an intrinsic advantage of certain facts over others. Moreover, the interference arose from the similarity between facts in a given week, not from the similarity to previously learned facts. Similarity affected long-term memory—its effect persisted 7 weeks after training has ended; and it operated on long-term memory directly, not via the mediation of working memory. Pedagogically, the effectiveness of the low-interference training method, which is dramatically different from currently used pedagogical methods, may pave the way to enhancing how we teach the multiplication table in school.

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“…Upon determining the factor structure of the Internet and Virtual Social Network Use and Attitudes Scale and evaluating the internal reliability of each subscale, we conducted a latent profile analysis (LPA). This technique seeks to capture population variability with the fewest latent profiles (Korpipää et al, 2020). Unlike traditional cluster analysis, LPA allows deciding the number of profiles based on different fit indices (Morin & Marsh, 2015;Stanley et al, 2017): Akaike information criterion (AIC), Bayesian information criterion (BIC), and likelihood ratio test (LRT).…”

Section: Latent Profile Analysismentioning

confidence: 99%

Impact of ICT and social networks on students: An analysis of gender-based attitudinal profiles

Mulero-Henríquez,

Pérez-Solís,

Falcon

2023

Educ Inf Technol

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High levels of Internet usage are prevalent among young people. Alongside this increased use, dangerous attitudes and practices among students have been observed. This study aimed to analyse the use of Information and Communication Technologies (ICT) among high school students, their attitudes, and the relationship with gender. A sample of 869 participants aged 11 to 18 was selected, and we developed the Internet Use and Attitudes Scale for Virtual Social Networks (VSN). This scale comprises subscales assessing VSN dependence, parental control, enhancement of social relationships, and engagement in violent behaviour and consumption of inappropriate content. After validating this scale, we employed latent profile analysis to discern unique behavioural and attitudinal profiles among the students. The analysis yielded three distinct groups. The majority (66%) fell into the “Positive Attitude” group (52% female, 48% male). The “Negative Attitude” group represented 29% (49.5% female, 50.5% male), and the “Dangerous Attitude” group comprised 5% (28.3% female, 71.7% male). The “Dangerous Attitude” profile exhibited the highest levels of VSN dependency, violence, and inappropriate content consumption. Males were overrepresented in this category. These findings provide greater insight into problematic Internet use among students, revealing gender disparities. Males were more likely to engage in dangerous online activities like cyberbullying and accessing inappropriate content. Targeted interventions addressing negative attitudes and violent cyberbehaviours are needed, especially for male students. This research enriches our understanding of youth’s online habits, attitudes, and risks.

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Early cognitive profiles predicting reading and arithmetic skills in grades 1 and 7

Cited by 8 publications

References 46 publications

Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties

Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties

Elementary math in elementary school: the effect of interference on learning the multiplication table

Impact of ICT and social networks on students: An analysis of gender-based attitudinal profiles

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