Purpose
The purpose of the study is to investigate whether executive function (integration of working memory, inhibition and cognitive flexibility) can explain the connections between early mathematics skills and achievements in mathematics and reading in primary school.
Result
The research results showed that children who are good at mathematics in kindergarten often do well in both mathematics and reading later in school. The ability to remember, focus and control oneself played an important role in this context. This means that developing good self-regulation skills at an early age can help children succeed better at school.
Design
The data in the study were collected from 243 children during their last year in kindergarten, one year later when they were in Year 1, as well as five years after this when they were in Year 5. The study took into account a number of background variables, including maternal education, age, gender, and immigrant status. In addition, skills from kindergarten, as well as mediating effects of mathematics, phonological awareness and vocabulary in Year 1, were assessed. Possible omitted variables were also included in the analyses.
References
Ten Braak, D., Lenes, R., Purpura, D. J., Schmitt, S. A., & Størksen, I. (2022). Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function. Journal of experimental child psychology, 214, 105306.
Online year: 2021
Issue year: 2022
Review year: 2022
Financed by
The Research Council of Norway