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dc.contributor.authorBurgoyne, Kelly
dc.contributor.authorWitteveen, Kate
dc.contributor.authorTolan, Anne
dc.contributor.authorMalone, Stephanie
dc.contributor.authorHulme, Charles
dc.date.accessioned2021-03-30T01:19:27Z
dc.date.available2021-03-30T01:19:27Z
dc.date.issued2017
dc.identifier.issn1750-8592
dc.identifier.doi10.1111/cdep.12240
dc.identifier.urihttp://hdl.handle.net/10072/403496
dc.description.abstractPattern understanding (patterning) is commonly taught in preschool and early elementary classrooms. However, the relationship between patterning and academic attainment is not well understood. In this article, we review studies of children's pattern understanding. Some evidence suggests that pattern understanding is related causally to acquiring math and reading skills. However, much of the evidence is weak and these conclusions remain tentative. Research on the relationship between patterning and other skills needs to use psychometrically robust measures and analytic techniques that control for the effects of measurement error. Recent studies suggest that teaching young children patterning skills can improve their attainment in math and reading, but we need larger, methodologically robust, randomized controlled trials to confirm such claims.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherWiley
dc.relation.ispartofpagefrom239
dc.relation.ispartofpageto244
dc.relation.ispartofissue4
dc.relation.ispartofjournalChild Development Perspectives
dc.relation.ispartofvolume11
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3904
dc.subject.keywordsSocial Sciences
dc.subject.keywordsPsychology, Developmental
dc.subject.keywordspattern understanding
dc.subject.keywordsreading
dc.titlePattern Understanding: Relationships With Arithmetic and Reading Development
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationBurgoyne, K; Witteveen, K; Tolan, A; Malone, S; Hulme, C, Pattern Understanding: Relationships With Arithmetic and Reading Development, Child Development Perspectives, 2017, 11 (4), pp. 239-244
dc.date.updated2021-03-30T01:13:34Z
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2017 The Authors. Child Development Perspectives © 2017 The Society for Research in Child Development. This is the peer reviewed version of the following article: Pattern Understanding: Relationships With Arithmetic and Reading Development, Child Development Perspectives, 2017, 11 (4), pp. 239-244, which has been published in final form at https://doi.org/10.1111/cdep.12240. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-828039.html)
gro.hasfulltextFull Text
gro.griffith.authorMalone, Stephanie


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