Early Development of Quantity to Number-Word Linkage as a Precursor of Mathematical School Achievement and Mathematical Difficulties: Findings from a Four-Year Longitudinal Study.

By Kristin Krajewski, M. Schneider. 2009

406 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/af8b33f53d15ab31eec5ef478710e0b03dbffe71

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In Developmental and Educational Psychology

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Citations in the corpus

Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses (2015, background): “Alternatively, children who are able to recognise numbers are more able to manage multi-digit arithmetic than those who cannot (Desoete et al. 2012; Krajewski and Schneider 2009).”
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016, methodology): “For this purpose, three tasks were used which were taken from a broader pool of tasks measuring children’s early quantity-number skills as applied in the studies of Krajewski and Schneider (2009a, 2009b).”
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, background): “Krajewski and Schneider [46] 6–9 Early number skills and later math achievement A wide range of early number knowledge skills and number naming fluency predict math achievement at grade 4.”
Preschool Children’s Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School (2015, background): “Children have substantial and long-lasting, even increasing, individual differences in their early numerical skills at the time of school entry (e.g., Aunola, Leskinen, Lerkkanen, & Nurmi, 2004; Krajewski & Schneider, 2009a, 2009b).”
Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators (2016, methodology): “…(Hannula and Lehtinen 2005; Hannula, Räsänen, and Lehtinen 2007), from quantity understanding to number word and number relational skills (Krajewski and Schneider 2009a), from basic arithmetic skills to calculation fluency (Koponen et al. 2007), from number dictation to arithmetic…”
Child and Home Predictors of Early Numeracy Skills in Kindergarten. (2012, background): “Both cognitive and linguistic precursors are related to the development of early numeracy skills (cf. Geary, Hamson, & Hoard, 2000; Hecht, Torgesen, Wagner, & Rashotte, 2001; Krajewski & Schneider, 2009b; Stock, Desoete, & Roeyers, 2009) as well as numeracy experiences in the home.”
The Developmental Relationship Between Language and Low Early Numeracy Skills Throughout Kindergarten (2014, background): “Phonological awareness, for instance, has been related to quantity number competences (Krajewski & Schneider, 2009) and informal mathematics (Alloway et al., 2005) in early childhood.”
The development of early numeracy skills in kindergarten in low-, average- and high-performance groups (2015, background): “Early numeracy, including the ability to operate with number word sequences and enumerate combined with mathematical–logical thinking skills, is at the core of mathematics development in early childhood (Krajewski and Schneider, 2009; Sarama and Clements, 2009).”
Training early visuo-spatial abilities: A controlled classroom-based intervention study (2019, background): “…high risk to lag behind in math throughout schooling, which in turn goes along with lower academic success (e.g., Aunola, Leskinen, Lerkkanen, & Nurmi, 2004; Hornung, Schiltz, Brunner, & Martin, 2014; Jordan, Kaplan, Ramineni, & Locuniak, 2009; Krajewski & Schneider, 2009; Ramani & Siegler, 2015).”