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

<div><p>Background</p><p>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.</p><p>Methodology</p><p>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 relationship between children’s language abilities and formal math skills was partially mediated by informal math skills.</p><p>Results</p><p>The current findings indicate 1) Children’s language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills.</p></div

Descriptive statistics, zero-order correlations and intraclass correlations (ICC) of the variables.

<p>Descriptive statistics, zero-order correlations and intraclass correlations (ICC) of the variables.</p

Two-Step hierarchical regression models predicting informal math and formal math skills from language abilities.

<p>Two-Step hierarchical regression models predicting informal math and formal math skills from language abilities.</p

Descriptive statistics, correlations, and partial correlations among all tasks.

<p>Descriptive statistics, correlations, and partial correlations among all tasks.</p