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Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls
Moll, Kristina Snowling, Margaret J. Göbel, Silke M. Hulme, Charles
Moll, Kristina
Snowling, Margaret J.
Göbel, Silke M.
Hulme, Charles
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.
Keywords
Date
2015
Type
Journal article
Journal
Learning and Instruction
Book
Volume
38
Issue
Page Range
53-62
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Open access
License
CC BY-NC-ND 4.0
File Access
Open