Verbal counting skill predicts later math performance and difficulties in middle school
Koponen, T., Aunola, K., & Nurmi, J.-E. (2019). Verbal counting skill predicts later math performance and difficulties in middle school. Contemporary Educational Psychology, 59, Article 101803. https://doi.org/10.1016/j.cedpsych.2019.101803
Published inContemporary Educational Psychology
© 2019 Elsevier Inc.
This study examined the role of verbal counting skill as an early predictor of math performance and difficulties (at or below −1.5 standard deviation in basic math skills) in middle school. The role of fourth-grade level arithmetical skills (i.e., calculation fluency, multi-digit arithmetic i.e. procedural calculation, and word problem solving) as mediators was also investigated. The participants included 207 children in central Finland who were studied from kindergarten to the seventh grade. Path modeling showed that verbal counting in kindergarten is a strong predictor for basic math performance in seventh grade, explaining even 52% of the variance in these skills after controlling for the mothers’ education levels. This association between early verbal counting skill and basic math performance was partly mediated through fourth-grade procedural calculation and word problem solving skills. Furthermore, verbal counting had an unique predictive relation to middle school math performance above and beyond the basic arithmetical and problem solving skills in fourth grade. Poor kindergarten verbal counting skill was a significant indicator for later difficulties in mathematics. ...
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Research profiles, AoF
Additional information about fundingThis work was supported by the Academy of Finland [grant numbers 63099, 778230, 292466].
Showing items with similar title or keywords.
Longitudinal Effects of the Home Learning Environment and Parental Difficulties on Reading and Math Development Across Grades 1–9 Khanolainen, Daria; Psyridou, Maria; Silinskas, Gintautas; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija; Torppa, Minna (Frontiers Media SA, 2020)This study focuses on parental reading and mathematical difficulties, the home literacy environment, and the home numeracy environment as well as their predictive role in Finnish children’s reading and mathematical development ...
Kielentämisen näkökulmia kuudennen luokan oppilaiden matematiikan sanallisten tehtävien ratkaisuihin Kortesalmi, Marja-Kaisa; Perkkilä, Päivi; Joutsenlahti, Jorma (Valtakunnallinen LUMA-keskus, 2022)Artikkelissa tarkastellaan kuudennen luokan lopussa oppilaiden tuottamia ratkaisuja kahteen sanalliseen ongelmanratkaisutehtävään. Tutkimuksen toteutti matemaattiseen ajatteluun ja sen kielentämiseen perehtynyt ...
Does Multi-Component Strategy Training Improve Calculation Fluency among Poor Performing Elementary School Children? Koponen, Tuire; Sorvo, Riikka; Dowker, Ann; Räikkönen, Eija; Viholainen, Helena; Aro, Mikko; Aro, Tuija (Frontiers Research Foundation, 2018)The aim of the present study was to extend the previous intervention research in math by examining whether elementary school children with poor calculation fluency benefit from strategy training focusing on derived fact ...
Assessing reading and online research comprehension : Do difficulties in attention and executive function matter? Kanniainen, Laura; Kiili, Carita; Tolvanen, Asko; Aro, Mikko; Anmarkrud, Øistein; Leppänen, Paavo H.T. (Elsevier BV, 2021)This study evaluated the relation between sixth graders' (N = 426) teacher-rated difficulties in attention and executive function (EF) and their comprehension skills. Reading comprehension was assessed with a multiple-choice ...
Intergenerational Transmission of Dyslexia : How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia? Khanolainen, Daria; Salminen, Jenni; Eklund, Kenneth; Lerkkanen, Marja‐Kristiina; Torppa, Minna (John Wiley & Sons, 2022)By investigating children whose parents have dyslexia, family risk (FR) studies are expanding our understanding of the intergenerational transmission of dyslexia. These studies, however, vary in their identification of FR, ...