{"title":"The Relationships Between Linguistic Literacy and Geometric Thinking in 2nd-Graders","authors":"Anat Klemer, Vered Vaknin-Nusbaum","doi":"10.1080/02568543.2023.2263527","DOIUrl":null,"url":null,"abstract":"ABSTRACTThe correlation between linguistic literacy and geometric thinking was investigated in this study, which was conducted among 99 native Hebrew-speaking 2nd-graders. Current results suggest a positive correlation between the study measures. Higher linguistic literacy achievement was linked to higher geometric thinking achievement. Significant differences were found in most literacy measures between children with low and medium-high geometric thinking, in favor of the latter group. The findings suggest that students with a lower level of geometric thinking are also at literacy risk, and that the two processes share cognitive aspects. These relationships appear in 2nd grade, a relatively young age, which can be critical for children’s future development in both domains. Identifying children at risk for developing literacy and geometry difficulties can be essential in planning an integrated curriculum that refers to literacy in all its aspects, as a tool to prevent future failure both in geometry and language arts.KEYWORDS: Early literacyearly mathgeometric thinkingHebrewlanguage abilitieslinguistic literacyreading skills Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Childhood Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02568543.2023.2263527","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACTThe correlation between linguistic literacy and geometric thinking was investigated in this study, which was conducted among 99 native Hebrew-speaking 2nd-graders. Current results suggest a positive correlation between the study measures. Higher linguistic literacy achievement was linked to higher geometric thinking achievement. Significant differences were found in most literacy measures between children with low and medium-high geometric thinking, in favor of the latter group. The findings suggest that students with a lower level of geometric thinking are also at literacy risk, and that the two processes share cognitive aspects. These relationships appear in 2nd grade, a relatively young age, which can be critical for children’s future development in both domains. Identifying children at risk for developing literacy and geometry difficulties can be essential in planning an integrated curriculum that refers to literacy in all its aspects, as a tool to prevent future failure both in geometry and language arts.KEYWORDS: Early literacyearly mathgeometric thinkingHebrewlanguage abilitieslinguistic literacyreading skills Disclosure statementNo potential conflict of interest was reported by the author(s).
期刊介绍:
The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome.