Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools

Autor/inn/en	Foster, Matthew E.; Anthony, Jason L.; Clements, Doug H.; Sarama, Julie H.
Titel	Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools
Quelle	140 (2015), S.56-73 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2015.07.004
Schlagwörter	Kindergarten; Mathematics Achievement; Outcomes of Education; Nonverbal Ability; Intelligence Quotient; Vocabulary Development; Phonological Awareness; Naming; Short Term Memory; Numeracy; Achievement Tests; Predictor Variables; Experimental Groups; Control Groups; Pretests Posttests; Cognitive Ability; Intelligence Tests; Statistical Analysis; Expressive One Word Picture Vocabulary Test; Stanford Binet Intelligence Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Intelligenzquotient; Wortschatzarbeit; Kurzzeitgedächtnis; Rechenkompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Prädiktor; Denkfähigkeit; Intelligence test; Intelligenztest; Statistische Analyse
Abstract	This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numeracy and applied problems were administered in the spring of kindergarten. Fall numeracy scores accounted for substantial variation in spring outcomes (R[superscript 2] values = 0.49 and 0.32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (?R[superscript 2] = 0.05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (?R[superscript 2] = 0.14) after controlling for autoregressive effects and classroom nesting. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01