Multi-factorial approach to early numeracy - the effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders

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Aunio , P , Korhonen , J , Ragpot , L , Törmänen , M , Mononen , R & Henning , E 2019 , ' Multi-factorial approach to early numeracy - the effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders ' , International Journal of Educational Research , vol. 97 , pp. 65-76 . https://doi.org/10.1016/j.ijer.2019.06.011

Title: Multi-factorial approach to early numeracy - the effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders
Author: Aunio, Pirjo; Korhonen, Johan; Ragpot, Lara; Törmänen, Minna; Mononen, Riikka; Henning, Elizabeth
Contributor organization: Department of Education
University Management
Date: 2019
Language: eng
Number of pages: 12
Belongs to series: International Journal of Educational Research
ISSN: 0883-0355
DOI: https://doi.org/10.1016/j.ijer.2019.06.011
URI: http://hdl.handle.net/10138/304379
Abstract: The aim of the study was to investigate the influence of cognitive skills (executive function), language factors (listening comprehension, English as a second language, ESL) and kindergarten attendance on early numeracy in a cross-sectional sample of South African children (N = 442) in the beginning of Grade 1. The mean age of children was 81.62 months (SD =5.40). Structural equation path models showed that kindergarten attendance predicted children’s early numeracy performance even when controlling for executive function and language skills. Listening comprehension skills predicted the early numeracy skills more strongly than did executive function skills. ESL was associated with weaker early numeracy performance.
Subject: 516 Educational sciences
Early numeracy
English as a second language
Executive functions
Kindergarten attendance
Listening comprehension
EXECUTIVE FUNCTION SKILLS
SCHOOL READINESS
WORKING-MEMORY
LONGITUDINAL PREDICTORS
INDIVIDUAL-DIFFERENCES
NUMBER SENSE
MATHEMATICAL ACHIEVEMENT
ARITHMETIC DEVELOPMENT
GROWTH TRAJECTORIES
PRESCHOOL-CHILDREN
Peer reviewed: Yes
Rights: cc_by_nc_nd
Usage restriction: openAccess
Self-archived version: publishedVersion


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