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Bidirectional and Co-Developing Associations of Cognitive, Mathematics, and Literacy Skills during Kindergarten

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Title: Bidirectional and Co-Developing Associations of Cognitive, Mathematics, and Literacy Skills during Kindergarten
Language: English
Authors: Cameron, Claire E. (ORCID 0000-0002-8451-9445), Kim, Helyn (ORCID 0000-0001-7680-3035), Duncan, Robert J., Becker, Derek R. (ORCID 0000-0001-8027-536X), McClelland, Megan M.
Source: Grantee Submission. 2019 62:135-144.
Peer Reviewed: Y
Page Count: 10
Publication Date: 2019
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A110703
R305A100566
R305B120013
R305B090002
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 1
Descriptors: Cognitive Ability, Academic Ability, Executive Function, Spatial Ability, Kindergarten, Mathematics Skills, Reading Skills, Writing Skills, Perceptual Motor Coordination, Visual Perception, Grade 1, Emergent Literacy, Achievement Gains, Word Recognition
Geographic Terms: Oregon, South Carolina
Assessment and Survey Identifiers: Beery Developmental Test of Visual Motor Integration, Woodcock Johnson Tests of Achievement
DOI: 10.1016/j.appdev.2019.02.004
ISSN: 0193-3973
Abstract: This study of children from two U. S. states examined associations among four cognitive and academic skills: executive function (EF), visuo-motor integration, mathematics assessed with applied problems, and letter-word knowledge. Before (T1) and after (T2) kindergarten, children (N=555) were assessed using the Head-Toes-Knees-Shoulders (HTKS) EF task, the Beery-Buktenica test of Visuo-motor Integration (Beery VMI), and Woodcock-Johnson subtests of Applied problems and Letter-word identification. Bidirectional analyses showed that all T1 skills predicted at least one other skill, with T1 HTKS and T1 Applied problems predicting all skills. In addition, improving from T1 to T2 in Applied problems was associated with improvements in all skills using random effects analyses, based on differences between children nested in kindergarten classrooms. This overall pattern of results was confirmed using fixed effects analyses, which examined only within-child variability. We conclude that multiple skills undergird early mathematics learning and vice versa.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2021
Accession Number: ED612015
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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PubType: Academic Journal
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  Data: Bidirectional and Co-Developing Associations of Cognitive, Mathematics, and Literacy Skills during Kindergarten
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  Data: <searchLink fieldCode="AR" term="%22Cameron%2C+Claire+E%2E%22">Cameron, Claire E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8451-9445">0000-0002-8451-9445</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kim%2C+Helyn%22">Kim, Helyn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7680-3035">0000-0001-7680-3035</externalLink>)<br /><searchLink fieldCode="AR" term="%22Duncan%2C+Robert+J%2E%22">Duncan, Robert J.</searchLink><br /><searchLink fieldCode="AR" term="%22Becker%2C+Derek+R%2E%22">Becker, Derek R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8027-536X">0000-0001-8027-536X</externalLink>)<br /><searchLink fieldCode="AR" term="%22McClelland%2C+Megan+M%2E%22">McClelland, Megan M.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2019 62:135-144.
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  Data: 10
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  Data: 2019
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  Data: Institute of Education Sciences (ED)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink>
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– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink><br /><searchLink fieldCode="DE" term="%22South+Carolina%22">South Carolina</searchLink>
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  Data: 10.1016/j.appdev.2019.02.004
– Name: ISSN
  Label: ISSN
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  Data: 0193-3973
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study of children from two U. S. states examined associations among four cognitive and academic skills: executive function (EF), visuo-motor integration, mathematics assessed with applied problems, and letter-word knowledge. Before (T1) and after (T2) kindergarten, children (N=555) were assessed using the Head-Toes-Knees-Shoulders (HTKS) EF task, the Beery-Buktenica test of Visuo-motor Integration (Beery VMI), and Woodcock-Johnson subtests of Applied problems and Letter-word identification. Bidirectional analyses showed that all T1 skills predicted at least one other skill, with T1 HTKS and T1 Applied problems predicting all skills. In addition, improving from T1 to T2 in Applied problems was associated with improvements in all skills using random effects analyses, based on differences between children nested in kindergarten classrooms. This overall pattern of results was confirmed using fixed effects analyses, which examined only within-child variability. We conclude that multiple skills undergird early mathematics learning and vice versa.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
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  Label: IES Funded
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  Data: Yes
– Name: DateEntry
  Label: Entry Date
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  Data: 2021
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  Label: Accession Number
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  Data: ED612015
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        Value: 10.1016/j.appdev.2019.02.004
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 135
    Subjects:
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Academic Ability
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Spatial Ability
        Type: general
      – SubjectFull: Kindergarten
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Reading Skills
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      – SubjectFull: Writing Skills
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      – SubjectFull: Perceptual Motor Coordination
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      – SubjectFull: Visual Perception
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      – SubjectFull: Grade 1
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Word Recognition
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      – SubjectFull: Oregon
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      – SubjectFull: South Carolina
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      – SubjectFull: Beery Developmental Test of Visual Motor Integration
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      – SubjectFull: Woodcock Johnson Tests of Achievement
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      – TitleFull: Bidirectional and Co-Developing Associations of Cognitive, Mathematics, and Literacy Skills during Kindergarten
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