Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties. Findings from a four-year longitudinal study.

Autor/in	Krajewski, Kristin
Titel	Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties. Findings from a four-year longitudinal study.
Quelle	In: Learning and instruction, 19 (2009) 6, S. 513-526Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2008.10.002
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Deutschland; Grundschule; Kind; Kindergarten; Längsschnittuntersuchung; Mathematik; Würzburg; Entwicklung; Kind; Vorschulalter; Kindergarten; Grundschule; Schülerleistung; Mathematik; Mathematische Kompetenz; Einflussfaktor; Entwicklung; Deutschland; Würzburg
Abstract	This article reports results of a four-year longitudinal study that investigated the impact of specific and non-specific precursors on mathematical school achievement. Preschool quantity-number competencies (QNC) predicted mathematical achievement in primary school. Furthermore, basic arithmetic fact retrieval in Grade 1 had an impact on early mathematics school achievement. The influence of socioeconomic status and number naming speed, assessed in kindergarten, became especially important at the end of Grade 4. Particularly, a subgroup of mathematically low-achieving children in Grade 4 had already performed more poorly than normal children in tasks assessing preschool QNC, number naming speed, and basic arithmetic fact retrieval, as well as nonverbal intelligence and socioeconomic status. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4