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23-11-2023 | Original Paper

Literacy Rather than Non-verbal Number Sense Predicts Kindergarteners’ Numerical Abilities

Auteurs: Zhijun Cui, Wenxuan Cui, Jiaxin Cui, Xinlin Zhou

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 3/2024

Abstract

Kindergarteners’ numerical abilities are fundamental to their future academic development. The cognitive correlates of numerical abilities remain in debate. The present study examined whether non-verbal number sense and literacy could persistently predict kindergarteners’ numerical abilities. A large-scale sample consisting of 930 children aged from 5.0 to 6.9 years were assessed for numerical abilities (addition and subtraction), non-verbal number sense (numerosity comparison), literacy (character reading), and general cognitive processing (word span, rapid automatized naming, mental rotation, figure matching and rhythm). The results showed that, after controlling for all other aspects of cognitive processing available, non-verbal number sense did not correlate with numerical abilities, while literacy was a stable cognitive predictor of numerical abilities in both age groups. And rapid automatized naming (RAN) was the most powerful cognitive predictor in the 6 years of age group. Further dominance analysis also showed that literacy was the most important predictor of numerical performance in the 5 years of age group and was next only to RAN in the 6 years of age group. The results suggest that literacy rather than non-verbal number sense is a unique cognitive correlate for kindergartener’s numerical abilities. We argue that increased focus on natural language, especially literacy, may help to improve kindergarteners’ math ability.

vorige artikel Trajectories of Low-income Mothers’ and Fathers’ Engagement in Learning Activities and Child Academic Skills

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Titel: Literacy Rather than Non-verbal Number Sense Predicts Kindergarteners’ Numerical Abilities
Auteurs: Zhijun Cui
Wenxuan Cui
Jiaxin Cui
Xinlin Zhou
Publicatiedatum: 23-11-2023
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 3/2024
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-023-02723-9

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