Article2016

Predicting Reading, Spelling, and Mathematical Skills

Giuliana Pinto · Lucia Bigozzi · Christian Tarchi · Claudio Vezzani · Beatrice Accorti Gamannossi

34 citations0/0 files storedPsychological Reports

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Reading and Literacy Development Early Childhood Education and Development Cognitive and developmental aspects of mathematical skills

Abstract

This two-year longitudinal study contributes to the debate between the school readiness and emergent literacy approaches, individuating early markers for reading, spelling, and mathematical skills. Two hundred and two Italian children participated in this study (M age = 5.6years, SD = 0.3). In kindergarten, a wide range of children's domain-general and domain-specific skills were assessed through standardized tests. In primary school, children's reading, spelling, and mathematical competences were assessed through standardized tests. Results showed that domain-specific predictors contribute to the explanation of reading, spelling, and mathematical performances more than domain-general predictors do. Each primary school skill is mainly predicted by their respective domain-specific kindergarten skill, although some cross-domain relations exist, for example, phonological awareness contributing to both reading and mathematical performances.

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1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 2007School readiness and later achievement.2007Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten 1990The simple view of reading 2009Handbook of Metacognition in Education 2010The development of cognitive skills and gains in academic school readiness for children from low-income families.2005Development of Phonological Awareness 1967Developmental Test of Visual-Motor Integration

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