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dc.contributor.authorBurgoyne, Kelly
dc.contributor.authorMalone, Stephanie
dc.contributor.authorLervag, Arne
dc.contributor.authorHulme, Charles
dc.date.accessioned2020-02-20T01:36:37Z
dc.date.available2020-02-20T01:36:37Z
dc.date.issued2019
dc.identifier.issn0885-2006
dc.identifier.doi10.1016/j.ecresq.2019.06.006
dc.identifier.urihttp://hdl.handle.net/10072/391238
dc.description.abstractThere is increasing interest in the role that pattern understanding may play in the development of arithmetic and reading skills. However, longitudinal studies are rare and typically do not control for other predictors which contribute to development in these domains. This large-scale longitudinal study examined the extent to which pattern understanding is a unique predictor of reading and arithmetic, after controlling for a range of theoretically important skills. We assessed a large sample of 5-year old children (N = 569) in the first few months of school on measures of reading, arithmetic, naming speed, number knowledge, counting, non-symbolic magnitude, executive function, oral language, and non-verbal IQ. Children completed alphanumeric and non-alphanumeric pattern understanding tasks six months later. Reading and arithmetic skills were assessed again 12 months after the initial assessment. Latent variable path models showed that pattern understanding predicted significant additional variance in both reading and arithmetic after controlling for a range of other variables. Pattern understanding was in turn predicted by executive function, which indirectly predicted both reading and arithmetic. Thus, we find support for a role of domain general skills (executive function and pattern understanding) as shared predictors of both reading and arithmetic.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom69
dc.relation.ispartofpageto80
dc.relation.ispartofjournalEarly Childhood Research Quarterly
dc.relation.ispartofvolume49
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1701
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsPsychology, Developmental
dc.subject.keywordsArithmetic development
dc.titlePattern understanding is a predictor of early reading and arithmetic skills
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationBurgoyne, K; Malone, S; Lervag, A; Hulme, C, Pattern understanding is a predictor of early reading and arithmetic skills, Early Childhood Research Quarterly, 2019, 49, pp. 69-80
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated2020-02-09T22:18:38Z
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2019 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence, which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorMalone, Stephanie


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