Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development
Copyright policy )Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy 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.
- Florida State University United States
- University of Illinois System United States
- University of Illinois at Urbana–Champaign United States
- University of Illinois at Urbana Champaign United States
Male, Vocabulary, Child Development, Reading, Phonetics, Child, Preschool, Humans, Female, Educational Measurement, Mathematics
Male, Vocabulary, Child Development, Reading, Phonetics, Child, Preschool, Humans, Female, Educational Measurement, Mathematics
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