Explaining Common Variance Shared by Early Numeracy and Literacy

Autor/inn/en	Davidse, N. J.; De Jong, M. T.; Bus, A. G.
Titel	Explaining Common Variance Shared by Early Numeracy and Literacy
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 27 (2014) 4, S.631-648 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-013-9465-0
Schlagwörter	Emergent Literacy; Numeracy; Correlation; Rhyme; Alphabets; Writing Skills; Orthographic Symbols; Knowledge Level; Mathematics Skills; Attention; Preschool Children; Short Term Memory; Cognitive Processes; Visual Perception; Spatial Ability; Vocabulary; Reading Aloud to Others; Reading Skills; Predictor Variables; Numbers; Preschool Education; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Frühleseunterricht; Rechenkompetenz; Korrelation; Reim; Buchstabenschrift; Writing skill; Schreibfertigkeit; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Aufmerksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Wortschatz; Reading skill; Lesefertigkeit; Prädiktor; Zahlenraum; Ausland; Niederlande
Abstract	How can it be explained that early literacy and numeracy share variance? We specifically tested whether the correlation between four early literacy skills (rhyming, letter knowledge, emergent writing, and orthographic knowledge) and simple sums (non-symbolic and story condition) reduced after taking into account preschool attention control, short-term memory, speed of processing, visual-spatial skills, vocabulary, and shared book reading. 228 Dutch native preschoolers (mean age 54.25; SD = 2.12 months) participated. The results revealed that 1) all literacy skills were related to sums (non-symbolic and story condition), 2) rhyming was the strongest predictor of non-symbolic sums, and letter knowledge of sums in story context, 3) visual-spatial skills explained part of the shared variance in the non-symbolic condition and visualspatial skills, vocabulary and short-term memory explained part of the shared variance in sums in story context. Implications for the preschool curriculum and early interventions are discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10