Direct and Indirect Paths from Linguistic Skills to Arithmetic School Performance

Autor/inn/en	Singer, Vivian; Strasser, Katherine; Cuadro, Ariel
Titel	Direct and Indirect Paths from Linguistic Skills to Arithmetic School Performance
Quelle	In: Journal of Educational Psychology, 111 (2019) 3, S.434-445 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000290
Schlagwörter	Language Skills; Phonological Awareness; Semantics; Arithmetic; Mathematics Achievement; Elementary School Students; Numeracy; Computation; Word Problems (Mathematics); Visual Perception; Spatial Ability; Short Term Memory; Predictor Variables; Correlation; Grade 3; Grade 4; Grade 5; Grade 6; Foreign Countries; Uruguay; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Semantik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rechenkompetenz; Textaufgabe; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Kurzzeitgedächtnis; Prädiktor; Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland
Abstract	In the present study, we explored how linguistic skills (phonological and semantic) influence the multiple components of school arithmetic (numeration, computation, and word problems) by analyzing them sequentially. We studied a sample of 262 schoolchildren, aged 8 to 11, nested in 27 classrooms, using the following measures: semantic skills, phonological skills, numeration, computation, word problems, visuospatial reasoning, and working memory. On the basis of a multilevel path analysis, we found that phonological and semantic skills predict each arithmetic component differently and independently. Phonological skills displayed a direct effect on computation and an indirect effect on word problems, mediated by computation. On the other hand, semantic skills showed a direct effect on numeration and word problems and an indirect effect on computation, mediated by numeration, as well as on word problems, mediated by numeration and computation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01