小学阶段语言、识字和数学成果的早期认知预测因素

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly Pub Date : 2024-10-19 DOI:10.1016/j.ecresq.2024.10.004

Theresa Pham , Marc F. Joanisse , Daniel Ansari , Janis Oram , Christine Stager , Lisa M.D. Archibald

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引用次数: 0

摘要

最近，跨领域研究表明，语言、阅读和数学的一些早期认知前兆相互重叠并可相互预测。本研究利用 563 名幼儿园至二年级学生（5 至 8 岁；288 名男生；大部分使用单语英语）的数据，调查了跨领域的早期认知前兆如何预测未来跨领域的学业技能。研究考察了语言、符号和大小比较技能对日后各语言和数学科目学业成绩的预测作用。结果发现，一年级的分数是由幼儿园的言语和符号技能预测的，而二年级的分数是由言语技能和一年级预测的，以及通过一年级间接由符号技能预测的。本研究根据语言、阅读和数学之间的重叠关系对结果进行了讨论。

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Early cognitive predictors of language, literacy, and mathematics outcomes in the primary grades

Recently, cross-domain research has shown that some early cognitive precursors 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.

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.