Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learn
Abstract
This study with dual language learners builds on research within monolingual samples that explore important cross-domain links between mathematics and cognitive and linguistic skills. We use a series of univari-ate multiple regression models to examine the prediction of end-of-year kindergarten numeracy and applied problem solving from autoregressive numeracy and cognitive and linguistic abilities measured at the beginning of kindergarten (Wave 1). Participants included 270 Hispanic dual language learners. In addition to non-verbal IQ, pretest abilities were assessed at the beginning of kindergarten in English and Spanish, including numeracy, vocabulary, phonological short-term memory (STM), rapid autonomized naming, and phonologi-cal awareness. Results provided evidence of strong within language relations; however, English and Spanish Wave 1abilities were similarly predictive of English numeracy and applied problems solving at the end of kindergarten. From among Wave 1 abilities, autoregressive numeracy, nonverbal IQ, phonological STM, and vocabulary were the most consistent and strongest predictors of mathematics at the end of kindergarten.
Citation
Foster, M. E., Anthony, J. L., Zucker, T. A., & Branum-Martin, L. (2018). The prediction of English and Spanish kindergarten math achievement from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners. Early Childhood Research Quarterly. Advance online publication. https://doii.org/10.1016/j.
ecresq.2018.02.007