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