Preschool math ability significantly predicts kindergarten math ability on both the ECLS-K Math battery and the Applied Problems subtest¶

Claim · All claims
Evidence · 1 study · associational r3 · q3 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Preschool math scores significantly predicted kindergarten math scores for both measures, with effect sizes β = 0.37 (ECLS-K Math) and β = 0.52 (Applied Problems). → Blair 2016

Evidence¶

Blair 2016¶

Blair, Clancy; McKinnon, Rachel D.; the Family Life Project Investigators. (2016). Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten. Learning and Instruction, 41, 85–93. https://doi.org/10.1016/j.learninstruc.2015.10.001

q3 · i3 · associational · r3

Model 1 of the multilevel regression in the Family Life Project sample (N = 1005 with kindergarten math data) established the stability baseline against which the moderation effects were tested, with printed effect sizes β = 0.37 and β = 0.52. Applied Problems was the more stable measure.

"math scores in preschool significantly predicted math scores in kindergarten for both ECLS-K Math and Applied Problems, b = 0.29, SE = 0.03, p < .001 and b = 0.44, SE = 0.04, p < .001, respectively, with effect sizes of β = 0.37 and β = 0.52"

Discussion¶

Related Claims¶

• Preschool executive function positively predicts kindergarten math on both measures, while teacher–child relationship quality shows only a trend-level main effect on ECLS-K Math and none on Applied Problems — related
• Executive function at 48 months moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest — related
• Quality of the kindergarten teacher–child relationship moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest — related
• Studies relying exclusively on the Applied Problems subtest are likely to miss small but meaningful influences on early math achievement because the measure is less sensitive to variation among young children — related
• For children with low preschool math ability, higher executive function and more positive teacher relationships are associated with higher-than-expected kindergarten math, with the preschool–kindergarten association stronger among children low in these moderators — related
• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — related
• Under the components model in ECLS-K, working memory is the most closely associated EF component with math, but only at time point 1 does it show a positive residual correlation beyond latent EF — related
• Executive function at 48 months positively predicts mathematics ability at prekindergarten, with effects persisting after cognitive covariate controls — related