Explaining numeracy development in weak performing kindergartners

Abstract

Gaining better insight into precursors of early numeracy in young children is important, especially in those with inadequate numeracy skills. Therefore, in the current study, visual and verbal working memory, non-symbolic and symbolic comparison skills, and specific math-related language were used to explain early numeracy performance and development of weak performing children throughout kindergarten. The early numeracy ability of both weak performers and typical performers was measured at four time points during 2. years of kindergarten to compare growth rates. Results show a significant faster development of early numeracy in the weak performers. The development of weak performers' numeracy was influenced by verbal working memory, symbolic comparison skills, and math language, whereas only math language was positively related to the slope of typical performers' numeracy. In the weak performers, visual working memory, non-symbolic comparison skills, and math language showed an effect on the initial early numeracy level of these children. The intercept of the typical performers was predicted by five covariates, all except non-symbolic comparison.