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ERIC Number: EJ1007795
Record Type: Journal
Publication Date: 2013-Feb
Pages: 5
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1041-6080
The Relationship between Linguistic Skills and Arithmetic Knowledge
Vukovic, Rose K.; Lesaux, Nonie K.
Learning and Individual Differences, v23 p87-91 Feb 2013
Although language is implicated in children's mathematical development, few studies have focused specifically on how different linguistic skills relate to children's mathematical performance. Building on the model proposed by LeFevre et al. (2010), this study examined how general verbal ability and phonological skills were differentially related to children's arithmetic knowledge. Third grade children (N = 287) were assessed on verbal analogies, phonological decoding, symbolic number skill, procedural arithmetic, and arithmetic word problems. Using mediation analyses, the results indicated that verbal analogies were indirectly related to arithmetic knowledge through symbolic number skill, whereas phonological decoding had a direct relationship with arithmetic performance. These results suggest that general verbal ability influences how children understand and reason with numbers, whereas phonological skills are involved in executing conventional arithmetic problems. (Contains 2 tables and 1 figure.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A