Linguistic and spatial skills predict early arithmetic development via counting sequence knowledge

Xiao ZHANG, Tuire KOPONEN, Pekka RÄSÄNEN, Kaisa AUNOLA, Marja-Kristiina LERKKANEN, Jari-Erik NURMI

Research output: Contribution to journalArticles

85 Citations (Scopus)

Abstract

Utilizing a longitudinal sample of Finnish children (ages 6–10), two studies examined how early linguistic (spoken vs. written) and spatial skills predict later development of arithmetic, and whether counting sequence knowledge mediates these associations. In Study 1 (N = 1,880), letter knowledge and spatial visualization, measured in kindergarten, predicted the level of arithmetic in first grade, and later growth through third grade. Study 2 (n = 378) further showed that these associations were mediated by counting sequence knowledge measured in first grade. These studies add to the literature by demonstrating the importance of written language for arithmetic development. The findings are consistent with the hypothesis that linguistic and spatial skills can improve arithmetic development by enhancing children's number-related knowledge. Copyright © 2013 Taylor & Francis.
Original languageEnglish
Pages (from-to)1091-1107
JournalChild Development
Volume85
Issue number3
Early online dateOct 2013
DOIs
Publication statusPublished - 2014

Citation

Zhang, Q., Koponen, T., Räsänen, P., Aunola, K., Lerkkanen, M.-K., & Nurmi, J.-E. (2014). Linguistic and spatial skills predict early arithmetic development via counting sequence knowledge. Child Development, 85(3), 1091-1107.

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