Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development
► We examined the unique relations of early literacy to numeracy development. ► Children were assessed in PK on early literacy and math and a year later on math. ► Vocabulary and print knowledge account for unique variance in numeracy development. ► Phonological awareness does not account for unique...
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| Veröffentlicht in: | Journal of experimental child psychology 2011-12, Vol.110 (4), p.647-658 |
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| container_title | Journal of experimental child psychology |
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| creator | Purpura, David J. Hume, Laura E. Sims, Darcey M. Lonigan, Christopher J. |
| description | ► We examined the unique relations of early literacy to numeracy development. ► Children were assessed in PK on early literacy and math and a year later on math. ► Vocabulary and print knowledge account for unique variance in numeracy development. ► Phonological awareness does not account for unique variance in numeracy development. ► We conclude that specific early literacy skills are important in math development.
The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock–Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development. |
| doi_str_mv | 10.1016/j.jecp.2011.07.004 |
| format | Article |
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The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock–Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development.</description><identifier>ISSN: 0022-0965</identifier><identifier>EISSN: 1096-0457</identifier><identifier>DOI: 10.1016/j.jecp.2011.07.004</identifier><identifier>PMID: 21831396</identifier><identifier>CODEN: JECPAE</identifier><language>eng</language><publisher>Amsterdam: Elsevier Inc</publisher><subject>Biological and medical sciences ; Child ; Child Development ; Child, Preschool ; Computation ; Dependent Variables ; Developmental psychology ; Early literacy ; Educational Measurement - methods ; Emergent Literacy ; Female ; Fundamental and applied biological sciences. Psychology ; Humans ; Knowledge Level ; Literacy ; Male ; Mathematics ; Mathematics Skills ; Numeracy ; Phonetics ; Phonological Awareness ; Prediction ; Predictions ; Preschool Children ; Print knowledge ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Reading ; Reading Skills ; Skill development ; Subtests ; Vocabulary ; Vocabulary Development ; Woodcock Johnson Tests of Achievement</subject><ispartof>Journal of experimental child psychology, 2011-12, Vol.110 (4), p.647-658</ispartof><rights>2011 Elsevier Inc.</rights><rights>2015 INIST-CNRS</rights><rights>Copyright © 2011 Elsevier Inc. All rights reserved.</rights><rights>Copyright © 2011 Elsevier B.V. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c482t-51b27ef6bcf2b12c63b03866b140549111344a1fd04e264d1d3ee6d12953d4163</citedby><cites>FETCH-LOGICAL-c482t-51b27ef6bcf2b12c63b03866b140549111344a1fd04e264d1d3ee6d12953d4163</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0022096511001810$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,65306</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ938523$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=24586597$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/21831396$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Purpura, David J.</creatorcontrib><creatorcontrib>Hume, Laura E.</creatorcontrib><creatorcontrib>Sims, Darcey M.</creatorcontrib><creatorcontrib>Lonigan, Christopher J.</creatorcontrib><title>Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development</title><title>Journal of experimental child psychology</title><addtitle>J Exp Child Psychol</addtitle><description>► We examined the unique relations of early literacy to numeracy development. ► Children were assessed in PK on early literacy and math and a year later on math. ► Vocabulary and print knowledge account for unique variance in numeracy development. ► Phonological awareness does not account for unique variance in numeracy development. ► We conclude that specific early literacy skills are important in math development.
The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock–Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development.</description><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Development</subject><subject>Child, Preschool</subject><subject>Computation</subject><subject>Dependent Variables</subject><subject>Developmental psychology</subject><subject>Early literacy</subject><subject>Educational Measurement - methods</subject><subject>Emergent Literacy</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Humans</subject><subject>Knowledge Level</subject><subject>Literacy</subject><subject>Male</subject><subject>Mathematics</subject><subject>Mathematics Skills</subject><subject>Numeracy</subject><subject>Phonetics</subject><subject>Phonological Awareness</subject><subject>Prediction</subject><subject>Predictions</subject><subject>Preschool Children</subject><subject>Print knowledge</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock–Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development.</abstract><cop>Amsterdam</cop><pub>Elsevier Inc</pub><pmid>21831396</pmid><doi>10.1016/j.jecp.2011.07.004</doi><tpages>12</tpages></addata></record> |
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| subjects | Biological and medical sciences Child Child Development Child, Preschool Computation Dependent Variables Developmental psychology Early literacy Educational Measurement - methods Emergent Literacy Female Fundamental and applied biological sciences. Psychology Humans Knowledge Level Literacy Male Mathematics Mathematics Skills Numeracy Phonetics Phonological Awareness Prediction Predictions Preschool Children Print knowledge Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reading Reading Skills Skill development Subtests Vocabulary Vocabulary Development Woodcock Johnson Tests of Achievement |
| title | Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development |
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