Abstract
We investigated the longitudinal relations between cognitive skills, specifically language-related skills, and word-problem solving in 340 children (6.10–9.02 years). We used structural equation modeling to examine whether word-problem solving, computation skill, working memory, nonverbal reasoning, oral language, and word reading fluency measured at second grade were associated with performance on measures of word-problem solving in fourth grade. Results indicated that prior word-problem solving, computation skill, nonverbal reasoning, and oral language were significantly associated with children's later word-problem solving. Multi-group modeling suggested that these relations were not significantly different for boys versus girls. Implications of these findings are discussed.
| Original language | English (US) |
|---|---|
| Article number | 101825 |
| Journal | Contemporary Educational Psychology |
| Volume | 60 |
| DOIs | |
| State | Published - Jan 2020 |
Funding
This research was supported by Award Numbers 3 R01 HD044073-14S1, 2 P20 HD075443, R01 HD053714, 5 R01 HD044073, and Core Grant HD15052 from the Eunice Kennedy Shriver National Institute of Child Health & Human Development to Vanderbilt University. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Eunice Kennedy Shriver National Institute of Child Health & Human Development or the National Institutes of Health.
Keywords
- Longitudinal
- Mathematics
- Multigroup modeling
- Structural equation modeling
- Word problems
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
