Preschool working memory–flexibility predicts later math achievement, especially in Grade 3¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The WM–flexibility component measured at age 5 substantially predicts mathematical achievement in primary school, especially in Grade 3. → Viterbori 2015

Evidence¶

Viterbori 2015¶

Viterbori, P.; Usai, M. C.; Traverso, L.; De Franchis, V. (2015). How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study. https://hdl.handle.net/11567/813133

q3 · i? · associational · r2

Longitudinal SEM study of 175 children assessed at age 5 on six EF measures and followed to Grades 1 and 3; the article reports that "the WM–flexibility component measured during the preschool period substantially predicts mathematical achievement, especially in Grade 3."

"The results indicate that the WM–flexibility component measured during the preschool period substantially predicts mathematical achievement, especially in Grade 3."

Discussion¶

Learner Variables¶

• Mathematical Flexibility — predictor: learners who differ on it differ in outcomes

Related Claims¶

• In Grade 3, both problem solving and arithmetical facts are predicted by the preschool WM–flexibility component — a narrower finding that bears on this claim
• The WM–flexibility factor predicts math composite scores at both Grade 1 and Grade 3 — a narrower finding that bears on this claim
• Kindergarten EF is best described by a two-factor model separating inhibition from WM–flexibility — related
• IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled — related
• Previous domain knowledge accounts for most of the variance in later achievement, considerably reducing the predictive impact of IQ and WM — related
• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — related
• Executive function measures predict early mathematics achievement over and above reading ability and IQ — related
• Executive skills, but not nonverbal IQ, at age 3–4 predict preschool counting and number knowledge — related
• Executive functions and working memory correlate moderately to strongly with mathematics achievement (r = .28 to .40), from preschool through elementary school — a broader claim this one bears on
• Executive functioning and early numeracy skills assessed in kindergarten directly predict mathematical performance in second grade, jointly explaining 57.3% of its variance — related
• Preschool executive functions robustly predict mathematical skills during preschool and later in development — a broader claim this one bears on
• Early fine motor skills predict later arithmetic skills in most longitudinal studies, but not when executive functions are controlled — related