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dc.contributor.authorKoponen, Tuire
dc.contributor.authorAunola, Kaisa
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2020-01-13T13:11:12Z
dc.date.available2020-01-13T13:11:12Z
dc.date.issued2019
dc.identifier.citationKoponen, T., Aunola, K., & Nurmi, J.-E. (2019). Verbal counting skill predicts later math performance and difficulties in middle school. <i>Contemporary Educational Psychology</i>, <i>59</i>, Article 101803. <a href="https://doi.org/10.1016/j.cedpsych.2019.101803" target="_blank">https://doi.org/10.1016/j.cedpsych.2019.101803</a>
dc.identifier.otherCONVID_33239022
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67227
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesContemporary Educational Psychology
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherverbal counting
dc.subject.othermath
dc.subject.otherlearning difficulties
dc.subject.otherlongitudinal research
dc.subject.otherPhonological Awareness
dc.subject.otherWord Reading
dc.subject.otherDyslexia
dc.titleVerbal counting skill predicts later math performance and difficulties in middle school
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001131166
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0361-476X
dc.relation.volume59
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Elsevier Inc.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber292466
dc.subject.ysomatemaattiset taidot
dc.subject.ysoongelmanratkaisu
dc.subject.ysolaskeminen
dc.subject.ysomatemaattinen ajattelu
dc.subject.ysopitkittäistutkimus
dc.subject.ysooppimisvaikeudet
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysokoululaiset
dc.subject.ysooppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p23002
jyx.subject.urihttp://www.yso.fi/onto/yso/p6006
jyx.subject.urihttp://www.yso.fi/onto/yso/p1382
jyx.subject.urihttp://www.yso.fi/onto/yso/p23001
jyx.subject.urihttp://www.yso.fi/onto/yso/p14610
jyx.subject.urihttp://www.yso.fi/onto/yso/p5302
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p16485
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.cedpsych.2019.101803
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramResearch profiles, AoFen
jyx.fundinginformationThis work was supported by the Academy of Finland [grant numbers 63099, 778230, 292466].


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Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0