Linguistic and Spatial Skills Predict Early Arithmetic Development via Counting Sequence Knowledge

Autor/inn/en	Zhang, Xiao; Koponen, Tuire; Räsänen, Pekka; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik
Titel	Linguistic and Spatial Skills Predict Early Arithmetic Development via Counting Sequence Knowledge
Quelle	In: Child Development, 85 (2014) 3, S.1091-1107 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12173
Schlagwörter	Spatial Ability; Arithmetic; Prediction; Grade 1; Longitudinal Studies; Foreign Countries; Language Skills; Child Development; Correlation; Alphabets; Visualization; Numeracy; Written Language; Skill Development; Grade 3; Finland + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Vorhersage; School year 01; 1. Schuljahr; Schuljahr 01; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Language skill; Sprachkompetenz; Kindesentwicklung; Korrelation; Buchstabenschrift; Visualisation; Visualisierung; Rechenkompetenz; Geschriebene Sprache; Kompetenzentwicklung; Qualifikationsentwicklung; School year 03; 3. Schuljahr; Schuljahr 03; Finnland
Abstract	Utilizing a longitudinal sample of Finnish children (ages 6-10), two studies examined how early linguistic (spoken vs. written) and spatial skills predict later development of arithmetic, and whether counting sequence knowledge mediates these associations. In Study 1 (N = 1,880), letter knowledge and spatial visualization, measured in kindergarten, predicted the level of arithmetic in first grade, and later growth through third grade. Study 2 (n = 378) further showed that these associations were mediated by counting sequence knowledge measured in first grade. These studies add to the literature by demonstrating the importance of written language for arithmetic development. The findings are consistent with the hypothesis that linguistic and spatial skills can improve arithmetic development by enhancing children's number-related knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10