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Digging deeper: Shared deep structures of early literacy and mathematics involve symbolic mapping and relational reasoning.

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Title: Digging deeper: Shared deep structures of early literacy and mathematics involve symbolic mapping and relational reasoning.
Authors: Collins, Melissa A.1, Laski, Elida V.1 laski@bc.edu
Source: Early Childhood Research Quarterly. 2019 1stQuarter, Vol. 46, p201-212. 12p.
Subject Terms: *Emergent literacy, *Mathematical logic, *Factor analysis, *Statistical correlation, Deep structure (Linguistics)
Abstract: Highlights • Early literacy and mathematics scores are strongly correlated in preschool children. • Symbolic and relational reasoning are related to early literacy and mathematics. • Literacy and math share variance based on symbolic and relational deep structures. Abstract This study was based on the hypothesis that symbolic mapping and relational reasoning are part of the deep structure of both early literacy and mathematics. Eighty-six preschool children completed a range of symbolic, relational, literacy, and mathematics measures, as well as a measure of their receptive vocabulary. Results were consistent with the study's hypothesis. Symbolic and relational scores were related to performance in both literacy and mathematics. Literacy and mathematics tasks grouped together in factor analyses according to hypothesized symbolic and relational demands. Further, the resulting cross-domain factor scores were related to symbolic and relational factor scores as predicted. Thus, symbolic mapping and relational reasoning were found to be cognitive processes related to both early literacy and mathematics, suggesting potential target areas for future intervention research. Findings are discussed in terms of their implications for better understanding the relation between literacy and mathematics and for early childhood instruction. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Digging deeper: Shared deep structures of early literacy and mathematics involve symbolic mapping and relational reasoning.
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  Data: <searchLink fieldCode="AR" term="%22Collins%2C+Melissa+A%2E%22">Collins, Melissa A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Laski%2C+Elida+V%2E%22">Laski, Elida V.</searchLink><relatesTo>1</relatesTo><i> laski@bc.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Research+Quarterly%22">Early Childhood Research Quarterly</searchLink>. 2019 1stQuarter, Vol. 46, p201-212. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+logic%22">Mathematical logic</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Statistical+correlation%22">Statistical correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Deep+structure+%28Linguistics%29%22">Deep structure (Linguistics)</searchLink>
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  Data: Highlights • Early literacy and mathematics scores are strongly correlated in preschool children. • Symbolic and relational reasoning are related to early literacy and mathematics. • Literacy and math share variance based on symbolic and relational deep structures. Abstract This study was based on the hypothesis that symbolic mapping and relational reasoning are part of the deep structure of both early literacy and mathematics. Eighty-six preschool children completed a range of symbolic, relational, literacy, and mathematics measures, as well as a measure of their receptive vocabulary. Results were consistent with the study's hypothesis. Symbolic and relational scores were related to performance in both literacy and mathematics. Literacy and mathematics tasks grouped together in factor analyses according to hypothesized symbolic and relational demands. Further, the resulting cross-domain factor scores were related to symbolic and relational factor scores as predicted. Thus, symbolic mapping and relational reasoning were found to be cognitive processes related to both early literacy and mathematics, suggesting potential target areas for future intervention research. Findings are discussed in terms of their implications for better understanding the relation between literacy and mathematics and for early childhood instruction. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Statistical correlation
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