Kapteijns Bob, van de Ven Marco, van Hoogmoed Anne H, Kroesbergen Evelyn H
Behavioural Science Institute, Radboud University, 6525 GD Nijmegen, the Netherlands.
Behavioural Science Institute, Radboud University, 6525 GD Nijmegen, the Netherlands.
J Exp Child Psychol. 2025 Apr;252:106159. doi: 10.1016/j.jecp.2024.106159. Epub 2025 Jan 10.
Children start formal schooling with substantial individual differences in their early literacy and numeracy abilities, but little is known about predictors of precocious (i.e., early advanced) reading and math. In this study, we investigated contributions from a range of cognitive and home-related predictors to early reading, arithmetic and applied math in 224 Dutch kindergartners (M = 5 years 5 months). Our results showed that precocious reading and math were differentially predicted by specific combinations of domain-specific, domain-general, and cross-domain cognitive skills. For reading, we primarily observed contributions from literacy-specific skills, especially letter knowledge. For mathematics, we observed contributions from various domain-specific, domain-general, and cross-domain cognitive skills. Predictors of "basic" arithmetic skills differed from predictors of "precocious" arithmetic fluency, suggesting qualitative differences between typical and precocious learners. Contributions from children's home environments (parental education levels and parent-child activities) remained relatively small across all models. Together, our results provide novel insights into the (co-)development of precocious reading and math in preschool-aged children.
儿童开始接受正规学校教育时，他们的早期读写能力和计算能力存在显著的个体差异，但对于早熟（即早期超前）阅读和数学的预测因素却知之甚少。在本研究中，我们调查了一系列认知和家庭相关预测因素对224名荷兰幼儿园儿童（平均年龄为5岁5个月）早期阅读、算术和应用数学的影响。我们的结果表明，特定领域、领域通用和跨领域认知技能的特定组合对早熟阅读和数学有不同的预测作用。对于阅读，我们主要观察到特定读写技能的影响，尤其是字母知识。对于数学，我们观察到各种特定领域、领域通用和跨领域认知技能的影响。“基础”算术技能的预测因素与“早熟”算术流畅性的预测因素不同，这表明典型学习者和早熟学习者之间存在质的差异。在所有模型中，儿童家庭环境（父母教育水平和亲子活动）的影响相对较小。总之，我们的研究结果为学龄前儿童早熟阅读和数学的（共同）发展提供了新的见解。
