Cognitive and Linguistic Precursors to Numeracy in Kindergarten: Evidence from First and Second Language Learners

Autor/inn/en	Kleemans, Tijs; Segers, Eliane; Verhoeven, Ludo
Titel	Cognitive and Linguistic Precursors to Numeracy in Kindergarten: Evidence from First and Second Language Learners
Quelle	In: Learning and Individual Differences, 21 (2011) 5, S.555-561 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.07.008
Schlagwörter	Evidence; Linguistics; Second Languages; Numeracy; Phonological Awareness; Short Term Memory; Investigations; Correlation; Task Analysis; Kindergarten + Suchen Sie Ihr Suchwort? Evidenz; Linguistik; Second language; Zweitsprache; Rechenkompetenz; Kurzzeitgedächtnis; Untersuchung; Korrelation; Aufgabenanalyse
Abstract	The present study investigated the role of cognitive and linguistic precursors to early numeracy skills to examine the interrelations between the development of linguistic and numeracy skills. General intelligence, working memory, phonological awareness, grammatical ability, and early numeracy skills were assessed in 75 first (mean age 6.1) and 55 second language learners (mean age 6.2). The second language learners scored lower than the first language learners on both linguistic and early numeracy tasks. However, the same precursors accounted for the variation in the early numeracy of both groups as no structural differences were found between the two groups. A more elaborate model of the acquisition of early numeracy is presented indicating that in the earlier years of childhood the acquisition of early numeracy skills is highly related to linguistic skills. (Contains 4 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10