Linguistic and Spatial Skills Predict Early Arithmetic Development via Counting Sequence Knowledge

Zhang, Xiao; Koponen, Tuire; Räsänen, Pekka; Aunola, Kaisa; Lerkkanen, Marja‐Kristiina; Nurmi, Jari‐Erik

doi:10.1111/cdev.12173

Cited by 159 publications

(156 citation statements)

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“…The associations between domain-specific sub-skills (e.g., Dowker, 2009b;von Aster & Shalev, 2007), and between domain-general and domain-specific skills (e.g., Kleemans et al, 2011;Mazzocco & Grimm, 2013;Zhang et al, 2014) have increased understanding of MD. Awareness of the individuality in responsiveness to intervention and its association with the former skills also adds to knowledge of the phenomenon (e.g., Frijters et al, 2011;Stage, Abbott, Jenkins, & Berninger, 2003;Supekar et al, 2013).…”

Section: Future Directionsmentioning

confidence: 99%

Individual variance in responsiveness to early computerized mathematics intervention

Salminen

Koponen

Leskinen

et al. 2015

Learning and Individual Differences

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Section: Future Directionsmentioning

confidence: 99%

Individual variance in responsiveness to early computerized mathematics intervention

Salminen

Koponen

Leskinen

et al. 2015

Learning and Individual Differences

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“…The performance in the test requires both accuracy and speed (automatization of 18 basic calculation routines). This measure has been used in a number of earlier publications (Niemi et al, 2011;Zhang et al, 2014). The score used in the analyses was the total number of correct answers (the maximum value was 28).…”

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confidence: 99%

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Lerkkanen

Kiuru

Pakarinen

et al. 2016

Early Childhood Research Quarterly

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2 Research Highlights How do child-centered versus teacher-directed practices promote academic skills development? Child-centered practices contribute positively to academic skills development at school.  The effect of child-centered practices on academic skills did not depend on the initial skill level  Teacher-directed practices are negatively associated with average and high reading skills. AbstractThis study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children's academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish children from 93 classrooms were assessed at the beginning and end of Grade 1, and the Early Childhood Classroom Observation Measure (ECCOM) was used to observe teaching practices in 29 classrooms. The results of multilevel modeling showed, first, that better reading skills upon entering school were associated with a higher level of childcentered teaching practices in the classroom. Second, a high level of child-centered teaching practices predicted children's reading and math skills development during the first school year. Third, the results showed that child-centered teaching practices were equally beneficial for the academic skills development of children with varying initial skill levels. However, teacher-directed practices were found to be negatively associated with reading skills development, particularly among children who had average or high initial reading skills at the beginning of school. The results emphasize the importance of childcentered teacher practices in promoting children's academic skills development also after kindergarten in elementary school.Keywords: reading, math, child-centered practices, teacher-directed practices, Grade 1 5 Child-Centered versus Teacher-Directed Teaching Practices:Associations with the Development of Academic Skills in the First Grade at School A considerable body of literature indicates that early childhood education (ECE) classroom practices impact child outcomes (Burchinal et al., 2008;Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002). The majority of this research has been conducted in preschools and kindergartens, but only a few studies have focused on the first school year in depth. For example, a wide range of documentation exists on the positive relationship between child-centered teaching practices and children's social skills and academic pre-skills at the preschool age (Stipek, Feiler, Daniels, & Milburn, 1995). However, children with poor academic skills seem to benefit from teacher-directed practices later on in kindergarten (Huffman & Speer, 2000) and at school age (Kikas, Peets, & Hodges, 2014). The present study examined the extent to which child-centered and teacher-dire...

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“…These tasks can integrate aspects of the two first categories, with the main difference being the potential multiple solution strategies. While other classifications of spatial skills have been suggested (Carroll, 1993;Newcombe & Shipley, 2015;Uttal et al, 2013), the classification suggested by Linn and Petersen (1985) has remained very influential and is used as a framework in studies similar to the present study (Zhang et al, 2014;Zhang & Lin, 2015).…”

Section: Definition and Terminologymentioning

confidence: 85%

“…(see Linn & Petersen, 1985). It is commonly assumed, that pure spatial skills in young children provide a foundation for later mathematical learning (Ansari et al, 2003;Assel, Landry, Swank, Smith, & Steelman, 2003;Casey et al, 2015;Casey, Dearing, Dulaney, Heyman, & Springer, 2014;Kurdek & Sinclair, 2001;Lachance & Mazzocco, 2006;Verdine, Irwin, et al, 2014;Zhang et al, 2014;Zhang & Lin, 2015). A closer look at these studies reveals an important issue: even though the researchers conclude that spatial skills are predictive of mathematical achievement, respective studies largely differ with regard to the measure of spatial skills they used.…”

Section: Link Between Spatial Skills and Early Mathematicsmentioning

confidence: 99%

“…Terms such as "visuo-spatial abilities", "visual perception" and "spatial skills" are often used interchangeably (e.g. Carroll, 1993; Casey et al, 2015; Chabani & Hommel, 2014;Gunderson, Ramirez, Beilock, & Levine, 2012;Verdine, Irwin, Golinkoff, & Hirsh-Pasek, 2014;Zhang et al, 2014). As the more recent literature tends to use "spatial skills", we will use this term throughout the present paper.…”

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confidence: 99%

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How do different aspects of spatial skills relate to early arithmetic and number line estimation?

et al. 2017

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The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical development, but due to the construct's non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at Time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children's performance in arithmetic was predicted by their performance on the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children's spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development.Keywords: spatial skills, early mathematics development, kindergarten, arithmetic, number line estimation Journal of Numerical Cognition, 2017, Vol. 3(2), 309-343, doi:10.5964/jnc.v3i2.36 Received: 2016-04-25. Accepted: 2017-02-14. Published (VoR): 2017 Handling Editors: Silke Goebel, University of York, York, United Kingdom; André Knops, Humboldt-Universität Berlin, Berlin, Germany; Hans-Christoph Nuerk, Universität Tübingen, Tübingen, Germany *Corresponding author at: University of Luxembourg -Campus Belval, Maison des Sciences Humaines, 11, Porte des Sciences, L-4366 Esch-Belval. Email: veronique.cornu@uni.lu This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License, CC BY 4.0 (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.The acquisition of early numerical abilities in kindergarten is important for later mathematical learning, school achievement and more general life outcomes such as adult socioeconomic status (Ritchie & Bates, 2013).School entry mathematical skills are strongly predictive of later academic achievement, resulting in a need to gain a more profound understanding of the processes and cognitive abilities underlying early mathematical d...

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Linguistic and Spatial Skills Predict Early Arithmetic Development via Counting Sequence Knowledge

Cited by 159 publications

References 57 publications

Individual variance in responsiveness to early computerized mathematics intervention

Individual variance in responsiveness to early computerized mathematics intervention

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

How do different aspects of spatial skills relate to early arithmetic and number line estimation?

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