Cognitive predictors of single-digit and procedural calculation skills and their covariation with reading skill |
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Authors: | Koponen Tuire Aunola Kaisa Ahonen Timo Nurmi Jari-Erik |
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Institution: | Niilo M?ki Institute, University of Jyv?skyl?, FI-40014 Jyv?skyl?, Finland. tuire.koponen@nmi.fi |
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Abstract: | This study examined the extent to which children's cognitive abilities in kindergarten and their mothers' education predict their single-digit and procedural calculation skills and the covariance of these with reading skill in Grade 4. In kindergarten, we assessed children's (N=178) basic number skills, linguistic skills, and visual attention. In Grade 4, we assessed their calculation and reading skills. Data on children's cognitive ability at 5 years of age and their mothers' level of education were also collected. The results showed that both of the core components of calculation, single-digit and procedural calculation, as well as their covariance with reading, were predicted by unique cognitive factors. Fluency in single-digit calculation and text reading shared an underlying cognitive process, that is, the ability to fluently retrieve verbal or visual-verbal associations from long-term memory. In contrast, procedural calculation was predicted not only by single-digit calculation but also by mother's education and conceptual knowledge of numbers. Overall, the results suggest that a multicomponential approach, including a hierarchical relation among various components, is fruitful when trying to understand the development of mathematical skill and its covariation with reading. |
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Keywords: | Calculation Reading Cognitive correlates |
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