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ERIC Number: EJ1134075
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0144-3410
How Socioeconomic Status, Executive Functioning and Verbal Interactions Contribute to Early Academic Achievement in Chinese Children
Chung, Kevin K. H.; Liu, Hongyun; McBride, Catherine; Wong, Anita M. -Y.; Lo, Jason C. M.
Educational Psychology, v37 n4 p402-420 2017
The present study investigated the relative importance of executive functioning, parent-child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning, verbal interactions, phonological awareness, visual skills, mathematics and word reading in Chinese and English. Results revealed that low-SES children exhibited lower levels of cognitive-linguistic skills, verbal interactions, reading and mathematics achievement than their middle-SES counterparts. Path analyses also indicated that executive functioning and verbal interactions made significant and direct contributions to mathematics, and indirect contributions to reading through phonological awareness. These results suggest that executive functioning and verbal interactions provide the foundation for phonological awareness and visual skills, which in turn affect reading and mathematics achievement. Overall, findings underscore the potential importance of SES inequalities, cognitive-linguistic skills and parental verbal input to their children for early reading and mathematics achievement.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Digit Span Test; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A