Moll, Kristina, Snowling, Margaret J, Göbel, Silke M orcid.org/0000-0001-8845-6026 et al. (1 more author) (2015) Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls. Learning and Instruction. pp. 53-62. ISSN 0959-4752
Abstract
Two important foundations for learning are language and executive skills. Data from a longitudinal study tracking the development of 93 children at family-risk of dyslexia and 76 controls was used to investigate the influence of these skills on the development of arithmetic. A two-group longitudinal path model assessed the relationships between language and executive skills at 3-4 years, verbal number skills (counting and number knowledge) and phonological processing skills at 4-5 years, and written arithmetic in primary school. The same cognitive processes accounted for variability in arithmetic skills in both groups. Early language and executive skills predicted variations in preschool verbal number skills, which in turn, predicted arithmetic skills in school. In contrast, phonological awareness was not a predictor of later arithmetic skills. These results suggest that verbal and executive processes provide the foundation for verbal number skills, which in turn influence the development of formal arithmetic skills. Problems in early language development may explain the comorbidity between reading and mathematics disorder.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2015, The Authors. |
Keywords: | Arithmetic development,verbal number skills,phonological awareness,language,Executive functions |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Sciences (York) > Psychology (York) |
Depositing User: | Pure (York) |
Date Deposited: | 10 Aug 2016 09:03 |
Last Modified: | 10 Mar 2025 00:04 |
Published Version: | https://doi.org/10.1016/j.learninstruc.2015.03.004 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1016/j.learninstruc.2015.03.004 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:103370 |
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