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ERIC Number: EJ856611
Record Type: Journal
Publication Date: 2009-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0959-4752
Early Development of Quantity to Number-Word Linkage as a Precursor of Mathematical School Achievement and Mathematical Difficulties: Findings from a Four-Year Longitudinal Study
Krajewski, Kristin; Schneider, Wolfgang
Learning and Instruction, v19 n6 p513-526 Dec 2009
This article reports results of a four-year longitudinal study that investigated the impact of specific and non-specific precursors on mathematical school achievement. Preschool quantity-number competencies (QNC) predicted mathematical achievement in primary school. Furthermore, basic arithmetic fact retrieval in Grade 1 had an impact on early mathematics school achievement. The influence of socioeconomic status and number naming speed, assessed in kindergarten, became especially important at the end of Grade 4. Particularly, a subgroup of mathematically low-achieving children in Grade 4 had already performed more poorly than normal children in tasks assessing preschool QNC, number naming speed, and basic arithmetic fact retrieval, as well as nonverbal intelligence and socioeconomic status. (Contains 4 tables and 3 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A