| Title: |
Cognitive Predictors of Difficulties in Math and Reading in Pre-Kindergarten Children at High Risk for Learning Disabilities |
| Language: |
English |
| Authors: |
Barnes, Marcia A.; Clemens, Nathan H.; Fall, Anna-Mária; Roberts, Greg; Klein, Alice; Starkey, Prentice; McCandliss, Bruce; Zucker, Tricia; Flynn, Kylie |
| Source: |
Grantee Submission. 2020 112(4). |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2020 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324A120410 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Preschool Education |
| Descriptors: |
Cognitive Ability; Predictor Variables; Reading Skills; Mathematics Skills; Learning Disabilities; At Risk Students; Preschool Children; Preschool Education; Severity (of Disability); Phonological Awareness; Numeracy; Short Term Memory; Attention; Executive Function; Nonverbal Ability; Comorbidity; Achievement Tests; Intelligence Tests |
| Assessment and Survey Identifiers: |
Woodcock Johnson Tests of Achievement; Kaufman Brief Intelligence Test |
| DOI: |
10.1037/edu0000404 |
| ISSN: |
0022-0663 |
| Abstract: |
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ) were assessed in 493 children at the beginning of pre-K, to better understand how each uniquely contributes to risk for math difficulties (MD), and comorbid math and reading difficulties (MDRD). At the end of pre-K, standardized math and reading tests were used to form three risk groups (MD, MDRD, not-at-risk) with two severity cut points for math and reading ([less than or equal to]25th, [less than or equal to]16th percentiles). Discriminant function analysis was used to determine whether and in what ways the groups differed on the cognitive variables. Both MD and MDRD-risk groups differentiated from the not-at-risk group on all variables except for ANS acuity, a finding that was convergent across severity cut points. The only significant contrast for ANS acuity emerged between the most severe MD only group and the not-at-risk group. Only vigilance or sustained attention supported the differentiation of MD risk from MDRD risk. Consistent with school-age studies of comorbidity, MDRD risk was also associated with the lowest levels of math and cognitive skills in this pre-kindergarten sample. Results reveal a potential specific role for sustained attention as an early risk factor for comorbid MDRD, a severe form of learning disability. [This article was published in "Journal of Educational Psychology" (EJ1249835).] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2022 |
| Accession Number: |
ED618931 |
| Database: |
ERIC |