Zhixin Zhu, Astrid P Zuckerman, Jeffrey A Shero, Erik G Willcutt, Lee A Thompson, Stephen A Petrill
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It was found that Letter Naming Fluency was significantly associated with Calculation, Calculation Fluency, and Quantitative Concepts at the lower level. The Deletion Summary Score had relatively stable relations with Applied Problems across all levels. 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引用次数: 0
摘要
早期阅读能力对以后的学习成绩（包括数学）至关重要。然而，这些关系可能因儿童的能力水平而异。本研究探讨了早期阅读能力与三年级数学成绩之间的关系。样本包括105对同性双胞胎（210人，57%为女性，43%为男性），他们来自正在进行的西储纵向阅读和数学项目，分别在幼儿园（中=6.18，标差=0.44）和三年级（中=9.07，标差=0.49）进行评估。幼儿园阶段的阅读测量包括伍德考克阅读掌握测试-修订标准更新版中的字母识别任务、语音意识测试中的删除子测试，以及早期基本读写能力动态指标中的字母命名流畅性任务；三年级的数学测量包括伍德考克-约翰逊 III 成就测试中的计算、流畅性、应用问题和定量概念子测试。将阅读量作为预测变量，数学量作为因变量，进行了线性回归和量回归。线性回归结果表明，删除摘要得分是预测应用问题的唯一指标，字母命名流畅度是预测计算流畅度和定量概念的重要且唯一的指标。定量回归对这些关系进行了更透彻的分析。结果发现，字母命名流畅度与较低水平的计算、计算流畅度和定量概念有明显关联。删除总分与所有级别的应用问题都有相对稳定的关系。(PsycInfo Database Record (c) 2024 APA, 版权所有）。
How relations between early reading skills and third-grade mathematics outcomes vary across distribution: A quantile regression approach.
Early reading skills are critical for later academic outcomes, which include mathematics. Yet, these relations may vary by a child's ability level. This study examined how early reading skills relate to different levels of third-grade mathematics. The samples included 105 same-sex twin pairs (210 individuals, 57% female, 43% male) from the ongoing longitudinal Western Reserve Reading and Math Projects, assessed at kindergarten (M = 6.18, SD = 0.44) and third grade (M = 9.07, SD = 0.49). Kindergarten reading measures consisted of the Letter Identification task from the Woodcock Reading Mastery Test-Revised Normative Update, the Deletion subtests from Phonological Awareness Test, and the Letter Naming Fluency task from the Dynamic Indicators of Basic Early Literacy Skills; third-grade math measures included Calculation, Fluency, Applied Problem, and Quantitative Concepts subtests of Woodcock-Johnson III Tests of Achievement. Both linear and quantile regressions were conducted using reading measures as predictors and math measures as the dependent variables. Linear regressions indicated that the Deletion Summary Score was a unique predictor of Applied Problems, and Letter Naming Fluency was a significant and unique predictor of Calculation Fluency and Quantitative Concepts. Quantile regressions provided a more thorough analysis of these relations. It was found that Letter Naming Fluency was significantly associated with Calculation, Calculation Fluency, and Quantitative Concepts at the lower level. The Deletion Summary Score had relatively stable relations with Applied Problems across all levels. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
期刊介绍：
Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.
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