"Early cognitive predictors of language, reading, and mathematics outco" by Theresa Pham, Marc F. Joanisse et al.
 

Document Type

Article

Publication Date

January 2022

Journal

Early Childhood Research Quarterly

Volume

70

First Page

187

Last Page

198

URL with Digital Object Identifier

https://doi.org/10.1016/j.ecresq.2024.10.004

Abstract

Recently, cross-domain research has shown that some early predictors of language, reading, and mathematics overlap and predict one another. This study investigated how early cognitive predictors across domains could predict future academic skills across domains using data from 563 students in kindergarten to second grade (ages 5 to 8; 288 males; largely monolingual English). The roles of verbal, symbolic, and magnitude comparison skills as predictors of later academic grades for various language and math subjects were examined. Results found that Grade 1 marks were predicted by kindergarten verbal and symbolic skills, while Grade 2 marks were predicted by verbal skills and Grade 1 as well as indirectly by symbolic skills via Grade 1. Results are discussed in light of the overlapping relationships between language, reading, and mathematics.

Notes

Pham, T., Joanisse, M. F., Ansari, D., Oram, J., Stager, C., & Archibald, L. M. D. (2025). Early cognitive predictors of language, literacy, and mathematics outcomes in the primary grades. Early Childhood Research Quarterly, 70, 187–198. https://doi.org/10.1016/j.ecresq.2024.10.004

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