The role of early language abilities on math skills among Chinese children.

ABSTRACT:

Background

The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence.

Methodology

Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children's language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relation

SUBMITTER: Zhang J 

PROVIDER: S-EPMC5531550 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature