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Understanding the Role of Working Memory and Phonological Memory in Mathematics and Response to Intervention for Emergent Bilingual Kindergartners

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Title: Understanding the Role of Working Memory and Phonological Memory in Mathematics and Response to Intervention for Emergent Bilingual Kindergartners
Language: English
Authors: Madison Cook (ORCID 0000-0003-0195-7587), Keith Smolkowski (ORCID 0000-0003-2565-3297), Lina Shanley (ORCID 0000-0001-6243-374X), Joanna Hermida (ORCID 0000-0003-4347-7207), Sylvia Linan-Thompson (ORCID 0000-0002-2141-9922), Christian T. Doabler (ORCID 0000-0002-8074-4311), Ben Clarke
Source: Grantee Submission. 2024.
Peer Reviewed: Y
Page Count: 57
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A120304
Document Type: Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Phonology, Short Term Memory, Kindergarten, Multilingualism, Language Proficiency, Intervention, Correlation, Mathematics Skills, Cognitive Ability, Mathematics Instruction, Teaching Methods, Bilingualism, English Language Learners
Abstract: This study explores how kindergarten students from a multilingual sample (n=131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this study indicate significant correlations between initial math skill, phonological memory, working memory, and language proficiency. There was no statistically significant relationship demonstrated between gains in mathematics and phonological memory, working memory, and language proficiency. No moderation effect was found between domain general skills and response to math intervention. Implications of this work will inform development and delivery of math interventions for multilingual students in kindergarten. [This article will be published in "Journal of Numerical Cognition" v10 Article e1163 2024.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Access URL: https://jnc.psychopen.eu/index.php/jnc/issue/view/545
Accession Number: ED647446
Database: ERIC
FullText Text:
  Availability: 0
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An: ED647446
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PubType: Report
PubTypeId: report
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IllustrationInfo
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  Data: Understanding the Role of Working Memory and Phonological Memory in Mathematics and Response to Intervention for Emergent Bilingual Kindergartners
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  Data: English
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Madison+Cook%22">Madison Cook</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0195-7587">0000-0003-0195-7587</externalLink>)<br /><searchLink fieldCode="AR" term="%22Keith+Smolkowski%22">Keith Smolkowski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2565-3297">0000-0003-2565-3297</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lina+Shanley%22">Lina Shanley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6243-374X">0000-0001-6243-374X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joanna+Hermida%22">Joanna Hermida</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4347-7207">0000-0003-4347-7207</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sylvia+Linan-Thompson%22">Sylvia Linan-Thompson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2141-9922">0000-0002-2141-9922</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christian+T%2E+Doabler%22">Christian T. Doabler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8074-4311">0000-0002-8074-4311</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ben+Clarke%22">Ben Clarke</searchLink>
– Name: TitleSource
  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 57
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R324A120304
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  Label: Document Type
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  Data: Reports - Research
– Name: Audience
  Label: Education Level
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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>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores how kindergarten students from a multilingual sample (n=131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this study indicate significant correlations between initial math skill, phonological memory, working memory, and language proficiency. There was no statistically significant relationship demonstrated between gains in mathematics and phonological memory, working memory, and language proficiency. No moderation effect was found between domain general skills and response to math intervention. Implications of this work will inform development and delivery of math interventions for multilingual students in kindergarten. [This article will be published in "Journal of Numerical Cognition" v10 Article e1163 2024.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://jnc.psychopen.eu/index.php/jnc/issue/view/545" linkWindow="_blank">https://jnc.psychopen.eu/index.php/jnc/issue/view/545</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED647446
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED647446
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 57
    Subjects:
      – SubjectFull: Phonology
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Multilingualism
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      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: English Language Learners
        Type: general
    Titles:
      – TitleFull: Understanding the Role of Working Memory and Phonological Memory in Mathematics and Response to Intervention for Emergent Bilingual Kindergartners
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  BibRelationships:
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      – PersonEntity:
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            NameFull: Madison Cook
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            NameFull: Keith Smolkowski
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            NameFull: Lina Shanley
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            NameFull: Sylvia Linan-Thompson
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            NameFull: Christian T. Doabler
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            NameFull: Ben Clarke
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              Type: published
              Y: 2024
          Titles:
            – TitleFull: Grantee Submission
              Type: main
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