Growth in both vocabulary and social communication skills predicts kindergarten math achievement¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Initial levels of vocabulary (β = .20, p < .05) and social communication (β = .25, p < .01) predicted math achievement, and growth in both vocabulary (β = .17, p < .05) and social communication (β = .15, p < .05) was associated with better math. → Ramsook K. Ashana 2020
Evidence¶
Ramsook K. Ashana 2020¶
Ramsook K. Ashana, Welsh Janet A., Bierman Karen L. (2020). What you say, and how you say it: Preschoolers' growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self‐regulation. Social Development, 29(3), 783–800. https://doi.org/10.1111/sode.12425
q3 · i? · associational · r2
Multilevel models predicting Wave 3 Applied Problems scores for 164 Head Start children, controlling for Wave 1 math and covariates. The article reports "Growth in both vocabulary (β = .17, SE = .22, p < .05)" and social communication growth each contributed incrementally.
"Growth in both vocabulary (β = .17, SE = .22, p < .05) and rate of growth in social communication skills (β = .15, SE = 1.84, p < .05) was associated with better math achievement at Wave 3."
Discussion¶
Related Claims¶
- Vocabulary showed accelerating linear growth and social communication skills showed decelerating linear growth from preschool to kindergarten, with substantial individual variation — related
- Initial levels of vocabulary and social communication skills each predict kindergarten reading achievement, but only rate of growth in social communication skills incrementally predicts reading — related
- Social communication skills uniquely predict teacher-rated kindergarten learning behaviors after accounting for vocabulary — related
- Positive preschool interpersonal relationships predict kindergarten academic achievement controlling for initial achievement — related
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
vocabulary-and-communication-growth-predict-kindergarten-math |
title |
Growth in both vocabulary and social communication skills predicts kindergarten math achievement |
description |
Growth in both vocabulary and social communication skills predicts kindergarten math achievement |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ramsook-k-ashana-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.