How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children

Kevin Kien Hoa CHUNG, Hongyun LIU, Catherine Alexandra MCBRIDE, Anita Mei Yin WONG, Chor Ming LO

Research output: Contribution to journalArticles

25 Citations (Scopus)

Abstract

The present study investigated the relative importance of executive functioning, parent–child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning, verbal interactions, phonological awareness, visual skills, mathematics and word reading in Chinese and English. Results revealed that low-SES children exhibited lower levels of cognitive-linguistic skills, verbal interactions, reading and mathematics achievement than their middle-SES counterparts. Path analyses also indicated that executive functioning and verbal interactions made significant and direct contributions to mathematics, and indirect contributions to reading through phonological awareness. These results suggest that executive functioning and verbal interactions provide the foundation for phonological awareness and visual skills, which in turn affect reading and mathematics achievement. Overall, findings underscore the potential importance of SES inequalities, cognitive-linguistic skills and parental verbal input to their children for early reading and mathematics achievement. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)402-420
JournalEducational Psychology: An International Journal of Experimental Educational Psychology
Volume37
Issue number4
Early online dateMay 2016
DOIs
Publication statusPublished - 2017

Citation

Chung, K. K. H., Liu, H., McBride, C., Wong, A. M.-Y., & Lo, J. C. M. (2017). How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children. Educational Psychology: An International Journal of Experimental Educational Psychology, 37(4), 402-420.

Keywords

  • Socioeconomic status
  • Executive functioning
  • Verbal interactions
  • Early academic achievement

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