Contributions of Linguistic, Quantitative, and Spatial Attention Skills to Young Children's Math versus Reading: Same, Different, or Both?

Autor/inn/en	Liu, Kaichun; Zhao, Ningxin; Huang, Tong; He, Wei; Xu, Lan; Chi, Xia; Yang, Xiujie
Titel	Contributions of Linguistic, Quantitative, and Spatial Attention Skills to Young Children's Math versus Reading: Same, Different, or Both?
Quelle	In: Infant and Child Development, 32 (2023) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Xiujie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2392
Schlagwörter	Reading Skills; Mathematics Skills; Kindergarten; Young Children; Phonological Awareness; Phonology; Memory; Numbers; Attention; Nonverbal Ability; Foreign Countries; Computation; China + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Frühe Kindheit; Fonologie; Gedächtnis; Zahlenraum; Aufmerksamkeit; Ausland
Abstract	The study used Bayesian and Frequentist methods to investigate whether the roles of linguistic, quantitative, and spatial attention skills are distinct in children's acquisition of reading and math. A sample of 175 Chinese kindergarteners was tested with measures of linguistic skills (phonological awareness and phonological memory), quantitative knowledge (number line task, symbolic digit comparison, and non-symbolic number estimation), spatial attention skills (visual span, mental rotation, and visual search), word reading, and calculation. After statistically controlling for age and nonverbal intelligence, phonological awareness and digit comparison performance explained unique variance in both math and reading. Moreover, number line estimation was specifically important for math, while phonological memory was specifically essential for reading. These findings highlight the possibility of developing early screening tools with different cognitive measures for children at risk of learning disabilities in reading and/or math. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01