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Early Mathematical and Receptive Language Skills of Children from Different Socioeconomic Levels: Letter Knowledge a Mediator

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Title: Early Mathematical and Receptive Language Skills of Children from Different Socioeconomic Levels: Letter Knowledge a Mediator
Language: English
Authors: Altindag Kumas, Özlem (ORCID 0000-0003-1119-2987)
Source: Education 3-13. 2022 50(6):843-854.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Young Children, Mathematics Skills, Language Skills, Receptive Language, Socioeconomic Status, Alphabets, Knowledge Level, Parents, Mothers, Parent Education, Emergent Literacy, Foreign Countries, Language Tests
Geographic Terms: Turkey
Assessment and Survey Identifiers: Test of Early Language Development
DOI: 10.1080/03004279.2021.2010785
ISSN: 0300-4279
1475-7575
Abstract: The purpose of this study was to investigate the relation between the early mathematic and receptive language skills while considering letter knowledge as a mediator. Participants included 357 children with a mean age of 64.5 months and their parents. Results suggest that letter knowledge mediates the relation between the early mathematic and receptive language skills. This study revealed the correlation between receptive language, letter knowledge, and early mathematical development, suggesting the need for mathematics to be taught in conjunction with language and early literacy skills to increase the gains out of these skills. Understanding the nature of how these skills relate will help identify children at risk of mathematical difficulties in future years, design individualised teaching activities, and improve the development of math curricula. This study also examined the impact of maternal education level on these three skills and found that children's performance in these skills improved as mothers' education level increased. In this context, this result can serve as an important indicator of the maternal education level, and for whom early intervention programmes should be planned and implemented.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1356543
Database: ERIC
FullText Text:
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  Data: Early Mathematical and Receptive Language Skills of Children from Different Socioeconomic Levels: Letter Knowledge a Mediator
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  Data: <searchLink fieldCode="AR" term="%22Altindag+Kumas%2C+Özlem%22">Altindag Kumas, Özlem</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1119-2987">0000-0003-1119-2987</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: The purpose of this study was to investigate the relation between the early mathematic and receptive language skills while considering letter knowledge as a mediator. Participants included 357 children with a mean age of 64.5 months and their parents. Results suggest that letter knowledge mediates the relation between the early mathematic and receptive language skills. This study revealed the correlation between receptive language, letter knowledge, and early mathematical development, suggesting the need for mathematics to be taught in conjunction with language and early literacy skills to increase the gains out of these skills. Understanding the nature of how these skills relate will help identify children at risk of mathematical difficulties in future years, design individualised teaching activities, and improve the development of math curricula. This study also examined the impact of maternal education level on these three skills and found that children's performance in these skills improved as mothers' education level increased. In this context, this result can serve as an important indicator of the maternal education level, and for whom early intervention programmes should be planned and implemented.
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        Value: 10.1080/03004279.2021.2010785
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      – Text: English
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        PageCount: 12
        StartPage: 843
    Subjects:
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Language Skills
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      – SubjectFull: Receptive Language
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Alphabets
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Parents
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      – SubjectFull: Mothers
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      – SubjectFull: Parent Education
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Tests
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      – SubjectFull: Turkey
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      – SubjectFull: Test of Early Language Development
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      – TitleFull: Early Mathematical and Receptive Language Skills of Children from Different Socioeconomic Levels: Letter Knowledge a Mediator
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