ERIC Number: EJ1134075
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
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.
Descriptors: Socioeconomic Status, Academic Achievement, Executive Function, Path Analysis, Mathematics Instruction, Mathematics Achievement, Reading Achievement, Parent Child Relationship, Phonological Awareness, Chinese, English (Second Language), Second Language Learning, Linguistic Input, Social Differences, Correlation, Sino Tibetan Languages, Native Language, Kindergarten, Parent Background, Educational Attainment, Statistical Analysis, Foreign Countries, Measures (Individuals), Syllables, Cognitive Tests, Short Term Memory, Tests, Visual Perception, Achievement Tests, Regression (Statistics), Multivariate Analysis, Factor Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Digit Span Test; Woodcock Johnson Tests of Achievement