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.

摘要: Abstract This article reports results of a four-year longitudinal study that investigated the impact specific and non-specific precursors on mathematical school achievement. Preschool quantity-number competencies (QNC) predicted achievement in primary school. Furthermore, basic arithmetic fact retrieval Grade 1 had an early mathematics The influence socioeconomic status number naming speed, assessed kindergarten, became especially important at end 4. Particularly, subgroup mathematically low-achieving children 4 already performed more poorly than normal tasks assessing preschool QNC, retrieval, as well nonverbal intelligence status.