Modeling Associations of English Proficiency and Working Memory with Mathematics Growth
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| Title: | Modeling Associations of English Proficiency and Working Memory with Mathematics Growth |
|---|---|
| Language: | English |
| Authors: | Hall, Garret J. (ORCID |
| Source: | School Psychology. Jul 2022 37(4):339-354. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B150003 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 Grade 4 Intermediate Grades |
| Descriptors: | Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, English Language Learners, Mathematics Achievement, Language Skills, Second Language Learning, Short Term Memory, Correlation, Language Proficiency, English (Second Language), Reading Skills, Cognitive Ability, Predictor Variables |
| Assessment and Survey Identifiers: | Early Childhood Longitudinal Survey, Woodcock Johnson Tests of Cognitive Ability, Rothbart Infant Behavior Questionnaire |
| DOI: | 10.1037/spq0000506 |
| ISSN: | 2578-4218 2578-4226 |
| Abstract: | Using kindergarten up to fourth-grade data from the Early Childhood Longitudinal Study (2010--2011 cohort), we investigated systematic variability in English language learners' (ELLs; n = 303) mathematics growth as well as relations of kindergarten language growth and working memory (WM) to ELLs' mathematics growth. Using growth mixture modeling, only one class of growth emerged from ELLs' English mathematics growth from first through fourth grades. WM related to ELLs' English mathematics growth from Grades 1 to 4, as did kindergarten growth in English early literacy. We also investigated kindergarten to Grade 4 mathematics growth between ELLs and English proficient students (EPSs; n = 4,711) using latent change score models and whether WM differentially predicted growth patterns. ELLs and EPSs did not exhibit markedly different growth patterns, and WM similarly predicted these patterns. Implications for future research as well as practical implications and limitations are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | EJ1372715 |
| Database: | ERIC |
| Abstract: | Using kindergarten up to fourth-grade data from the Early Childhood Longitudinal Study (2010--2011 cohort), we investigated systematic variability in English language learners' (ELLs; n = 303) mathematics growth as well as relations of kindergarten language growth and working memory (WM) to ELLs' mathematics growth. Using growth mixture modeling, only one class of growth emerged from ELLs' English mathematics growth from first through fourth grades. WM related to ELLs' English mathematics growth from Grades 1 to 4, as did kindergarten growth in English early literacy. We also investigated kindergarten to Grade 4 mathematics growth between ELLs and English proficient students (EPSs; n = 4,711) using latent change score models and whether WM differentially predicted growth patterns. ELLs and EPSs did not exhibit markedly different growth patterns, and WM similarly predicted these patterns. Implications for future research as well as practical implications and limitations are discussed. |
|---|---|
| ISSN: | 2578-4218 2578-4226 |
| DOI: | 10.1037/spq0000506 |
