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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 0000-0002-8285-3239), Albers, Craig A. (ORCID 0000-0003-3572-9638)
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
FullText Text:
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  Data: Modeling Associations of English Proficiency and Working Memory with Mathematics Growth
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  Data: <searchLink fieldCode="AR" term="%22Hall%2C+Garret+J%2E%22">Hall, Garret J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8285-3239">0000-0002-8285-3239</externalLink>)<br /><searchLink fieldCode="AR" term="%22Albers%2C+Craig+A%2E%22">Albers, Craig A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3572-9638">0000-0003-3572-9638</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology%22"><i>School Psychology</i></searchLink>. Jul 2022 37(4):339-354.
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  Data: 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
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  Data: 16
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  Data: 2022
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  Data: Institute of Education Sciences (ED)
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  Data: R305B150003
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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><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: 10.1037/spq0000506
– Name: ISSN
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  Data: 2578-4218<br />2578-4226
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: EJ1372715
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        Value: 10.1037/spq0000506
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 339
    Subjects:
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Early Childhood Longitudinal Survey
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      – SubjectFull: Woodcock Johnson Tests of Cognitive Ability
        Type: general
      – SubjectFull: Rothbart Infant Behavior Questionnaire
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      – TitleFull: Modeling Associations of English Proficiency and Working Memory with Mathematics Growth
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