Modeling Associations of English Proficiency and Working Memory with Mathematics Growth

Autor/inn/en	Hall, Garret J.; Albers, Craig A.
Titel	Modeling Associations of English Proficiency and Working Memory with Mathematics Growth
Quelle	In: School Psychology, 37 (2022) 4, S.339-354 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Garret J.) ORCID (Albers, Craig A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000506
Schlagwörter	Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; English Language Learners; Mathematics Achievement; Language Skills; Second Language Learning; Short Term Memory; Correlation; Language Proficiency; English (Second Language); Reading Skills; Cognitive Ability; Predictor Variables; Early Childhood Longitudinal Survey; Woodcock Johnson Tests of Cognitive Ability; Rothbart Infant Behavior Questionnaire + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Zweitsprachenerwerb; Kurzzeitgedächtnis; Korrelation; Language skills; English as second language; English; Second Language; Englisch als Zweitsprache; Reading skill; Lesefertigkeit; Denkfähigkeit; Prädiktor
Abstract	Using kindergarten up to fourth-grade data from the Early Childhood Longitudinal Study (2010--2011 cohort), we investigated systematic variability in English language learners' (ELLs; n = 303) mathematics growth as well as relations of kindergarten language growth and working memory (WM) to ELLs' mathematics growth. Using growth mixture modeling, only one class of growth emerged from ELLs' English mathematics growth from first through fourth grades. WM related to ELLs' English mathematics growth from Grades 1 to 4, as did kindergarten growth in English early literacy. We also investigated kindergarten to Grade 4 mathematics growth between ELLs and English proficient students (EPSs; n = 4,711) using latent change score models and whether WM differentially predicted growth patterns. ELLs and EPSs did not exhibit markedly different growth patterns, and WM similarly predicted these patterns. Implications for future research as well as practical implications and limitations are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01