Effects of Pre-School Mathematical Disparities on the Development of Mathematical and Verbal Skills in Primary School Children

Autor/inn/en	Viesel-Nordmeyer, Nurit; Schurig, Michael; Bos, Wilfried; Ritterfeld, Ute
Titel	Effects of Pre-School Mathematical Disparities on the Development of Mathematical and Verbal Skills in Primary School Children
Quelle	In: Learning Disabilities: A Contemporary Journal, 17 (2019) 2, S.149-164 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Preschool Education; Preschool Children; Mathematics Achievement; Low Achievement; Verbal Ability; Language Acquisition; Prior Learning; Elementary School Students; Grammar; Vocabulary Development; Age Groups; Age Differences; Foreign Countries; Mathematics Skills; Learning Problems; Germany + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Mündliche Leistung; Sprachaneignung; Spracherwerb; Vorkenntnisse; Grammatik; Wortschatzarbeit; Age grop; Altersgruppe; Age; Difference; Age difference; Altersunterschied; Ausland; Mathematics ability; Lernproblem; Deutschland
Abstract	Based on longitudinal data (n = 338) from the German National Educational Panel Study (NEPS) competence development (mathematics and language) of three groups with different mathematical preconditions (+/- 1 SD) were compared between age 4 to 10. Groups were composed by first measurement of mathematical achievement in pre-school age (5/6 years). First, further mathematical development of the groups was investigated up to grade 4 of primary school. Second, group differences in grammar and vocabulary between pre-school and primary school children were explored. Results show a consistent development of mathematical competence in all three groups from pre-school age until 4th grade. Children with low mathematical achievement measured in pre-school age were not able to overcome these deficits during primary school. In contrast, vocabulary development of the three groups varies over time: Within the group with low mathematical achievement measured in pre-school age their similarly weak vocabulary skills caught up with the vocabulary achievements of the other two groups during the following school years. For grammar, the small group-related differences in pre-school become even more pronounced in grade 1. The results contribute to a better understanding of the complex dynamic interrelationship between the development of linguistical and mathematical skills in K-4 and are discussed with respect to the importance of early mathematical promotion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01