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Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools

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Title: Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools
Language: English
Authors: Foster, Matthew E., Anthony, Jason L., Clements, Doug H., Sarama, Julie H.
Source: Grantee Submission. Dec 2015 140.
Peer Reviewed: Y
Page Count: 18
Publication Date: 2015
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A080196
R324B110007
Document Type: Journal Articles
Reports - Research
Education Level: Kindergarten
Descriptors: Kindergarten, Mathematics Achievement, Outcomes of Education, Nonverbal Ability, Intelligence Quotient, Vocabulary Development, Phonological Awareness, Naming, Short Term Memory, Numeracy, Achievement Tests, Predictor Variables, Experimental Groups, Control Groups, Pretests Posttests, Cognitive Ability, Intelligence Tests, Statistical Analysis
Assessment and Survey Identifiers: Expressive One Word Picture Vocabulary Test, Stanford Binet Intelligence Scale, Woodcock Johnson Tests of Achievement
DOI: 10.1016/j.jecp.2015.07.004
ISSN: 0022-0965
Abstract: This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numeracy and applied problems were administered in the spring of kindergarten. Fall numeracy scores accounted for substantial variation in spring outcomes (R[superscript 2] values = 0.49 and 0.32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (?R[superscript 2] = 0.05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (?R[superscript 2] = 0.14) after controlling for autoregressive effects and classroom nesting. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small.
Abstractor: As Provided
Number of References: 95
IES Funded: Yes
Entry Date: 2018
Accession Number: ED580976
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. Dec 2015 140.
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  Data: 18
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  Data: <searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Ability%22">Nonverbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Quotient%22">Intelligence Quotient</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Naming%22">Naming</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
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  Data: 10.1016/j.jecp.2015.07.004
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  Data: 0022-0965
– Name: Abstract
  Label: Abstract
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  Data: This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized naming (RAN), and phonological short-term memory (STM) predicted mathematics outcomes. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numeracy and applied problems were administered in the spring of kindergarten. Fall numeracy scores accounted for substantial variation in spring outcomes (R[superscript 2] values = 0.49 and 0.32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (?R[superscript 2] = 0.05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (?R[superscript 2] = 0.14) after controlling for autoregressive effects and classroom nesting. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small.
– Name: AbstractInfo
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  Data: As Provided
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  Data: 95
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  Data: 2018
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  Data: ED580976
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        Value: 10.1016/j.jecp.2015.07.004
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Outcomes of Education
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      – SubjectFull: Nonverbal Ability
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      – SubjectFull: Intelligence Quotient
        Type: general
      – SubjectFull: Vocabulary Development
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      – SubjectFull: Phonological Awareness
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      – SubjectFull: Naming
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      – SubjectFull: Short Term Memory
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      – SubjectFull: Numeracy
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Experimental Groups
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      – SubjectFull: Control Groups
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      – SubjectFull: Pretests Posttests
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    Titles:
      – TitleFull: Processes in the Development of Mathematics in Kindergarten Children from Title 1 Schools
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