Cognitive Predictors of Difficulties in Math and Reading in Pre-Kindergarten Children at High Risk for Learning Disabilities

Autor/inn/en	Barnes, Marcia A.; Clemens, Nathan H.; Fall, Anna-Mária; Roberts, Greg; Klein, Alice; Starkey, Prentice; McCandliss, Bruce; Zucker, Tricia; Flynn, Kylie
Titel	Cognitive Predictors of Difficulties in Math and Reading in Pre-Kindergarten Children at High Risk for Learning Disabilities
Quelle	In: Journal of Educational Psychology, 112 (2020) 4, S.685-700 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000404
Schlagwörter	Cognitive Ability; Predictor Variables; Reading Skills; Mathematics Skills; Learning Disabilities; At Risk Students; Preschool Children; Preschool Education; Severity (of Disability); Phonological Awareness; Numeracy; Short Term Memory; Attention; Executive Function; Nonverbal Ability; Comorbidity; Achievement Tests; Intelligence Tests; Woodcock Johnson Tests of Achievement; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Denkfähigkeit; Prädiktor; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schweregrad; Rechenkompetenz; Kurzzeitgedächtnis; Aufmerksamkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest
Abstract	Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ) were assessed in 493 children at the beginning of pre-K, to better understand how each uniquely contributes to risk for math difficulties (MD), and comorbid math and reading difficulties (MDRD). At the end of pre-K, standardized math and reading tests were used to form three risk groups (MD, MDRD, not-at-risk) with two severity cut points for math and reading (=25th, =16th percentiles). Discriminant function analysis was used to determine whether and in what ways the groups differed on the cognitive variables. Both MD and MDRD-risk groups differentiated from the not-at-risk group on all variables except for ANS acuity, a finding that was convergent across severity cut points. The only significant contrast for ANS acuity emerged between the most severe MD only group and the not-at-risk group. Only vigilance or sustained attention supported the differentiation of MD risk from MDRD risk. Consistent with school-age studies of comorbidity, MDRD risk was also associated with the lowest levels of math and cognitive skills in this pre-kindergarten sample. Results reveal a potential specific role for sustained attention as an early risk factor for comorbid MDRD, a severe form of learning disability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01