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Autor:
Krajewski, Kristin; Schneider, Wolfgang:

Titel:
Exploring the impact of phonological awareness, visual-spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school:
Findings from a 3-year- longitudinal study.

Quelle:
In: Journal of Experimental Child Psychology, 103 (2009) 4 , S. 516-531

URL des Volltextes:
f

DOI:
doi:10.1016/j.jecp.2009.03.009

Sprache:
Englisch

Dokumenttyp:
Zeitschriftenaufsatz; Zeitschriftenaufsatz/referiert,statusäquivalent

Schlagwörter:
Mathematik, Schülerleistung, Zahlbegriff, Kompetenz, Arbeitsgedächtnis, Sprache, Informationsverarbeitung, Fertigkeit, Kindergarten, Grundschule, Längsschnittuntersuchung, Empirische Untersuchung, Deutschland


Abstract(englisch):
This longitudinal study explored the importance of kindergartenmeasures of phonological awareness, working memory, and quantity-number competencies (QNC) for predicting mathematicalschool achievement in third graders (mean age 8 years 8 months). It was found that the impact of phonological awareness and visual-spatial working memory, assessed at 5 years of age, was mediatedby early QNC, which predicted math achievement in third grade. Importantly, and confirming our isolated number words hypothesis, phonological awareness had no impact on higher numericalcompetencies (i.e., when number words needed to be linked withquantities [QNC Level II and above]) but predicted basic numericalcompetencies (i.e., when number words were isolated from quantities[QNC Level I]), explaining the moderate relationship between early literacy development and the development of mathematical competencies.(DIPF/Orig.)


DIPF-Abteilung:
Bildung und Entwicklung

Notizen:

last modified Nov 11, 2016