Cognitive Predictors of Single-Digit and Procedural Calculation Skills and Their Covariation with Reading Skill

Autor/inn/en	Koponen, Tuire; Aunola, Kaisa; Ahonen, Timo; Nurmi, Jari-Erik
Titel	Cognitive Predictors of Single-Digit and Procedural Calculation Skills and Their Covariation with Reading Skill
Quelle	In: Journal of Experimental Child Psychology, 97 (2007) 3, S.220-241 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2007.03.001
Schlagwörter	Grade 4; Kindergarten; Computation; Cognitive Ability; Reading Skills; Mothers; Long Term Memory; Attention; Cognitive Processes; Predictor Variables; Recall (Psychology) + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Denkfähigkeit; Reading skill; Lesefertigkeit; Mother; Mutter; Langzeitgedächtnis; Aufmerksamkeit; Cognitive process; Kognitiver Prozess; Prädiktor; Abberufung
Abstract	This study examined the extent to which children's cognitive abilities in kindergarten and their mothers' education predict their single-digit and procedural calculation skills and the covariance of these with reading skill in Grade 4. In kindergarten, we assessed children's (N=178) basic number skills, linguistic skills, and visual attention. In Grade 4, we assessed their calculation and reading skills. Data on children's cognitive ability at 5 years of age and their mothers' level of education were also collected. The results showed that both of the core components of calculation, single-digit and procedural calculation, as well as their covariance with reading, were predicted by unique cognitive factors. Fluency in single-digit calculation and text reading shared an underlying cognitive process, that is, the ability to fluently retrieve verbal or visual-verbal associations from long-term memory. In contrast, procedural calculation was predicted not only by single-digit calculation but also by mother's education and conceptual knowledge of numbers. Overall, the results suggest that a multicomponential approach, including a hierarchical relation among various components, is fruitful when trying to understand the development of mathematical skill and its covariation with reading. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10