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Direct and Indirect Effects of Phonological Ability and Vocabulary Knowledge on Math Performance in Elementary School

Author

Listed:
  • Yulia V. Kuzmina

    (National Research University Higher School of Economics)

  • Alina E. Ivanova

    (National Research University Higher School of Economics)

  • Inna V.Antipkina

    (National Research University Higher School of Economics)

Abstract

The main aim of this study was to estimate direct and indirect effects of phonological ability and vocabulary knowledge on subsequent mathematics and reading performance. To achieve our goals we used two-wave longitudinal data from the international Performance Indicators in Primary Schools (iPIPS) data set, which was produced in Russia in 2015-2016. We used rhyming skills and ability to repeat words/pseudowords as indicators of phonological ability, and identified three types of mathematical skills (digit identification, number manipulations and formal math). The results of our analysis confirmed the predictive role of preschool phonological ability as a domain-general precursor of later achievements. Phonological ability had a positive direct and indirect effects on the subsequent reading and math performance. Moreover, the direct effect was higher than the indirect effect. Reading fluency mediated the effect of phonological ability and did not mediate the effect of vocabulary knowledge. Vocabulary knowledge had insignificant direct effect on math achievement and positive indirect effect via phonological ability

Suggested Citation

  • Yulia V. Kuzmina & Alina E. Ivanova & Inna V.Antipkina, 2017. "Direct and Indirect Effects of Phonological Ability and Vocabulary Knowledge on Math Performance in Elementary School," HSE Working papers WP BRP 76/PSY/2017, National Research University Higher School of Economics.
    • Handle: RePEc:hig:wpaper:76psy2017
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    File URL: https://wp.hse.ru/data/2017/06/19/1170428287/76PSY2017.pdf
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    References listed on IDEAS

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    1. Kardanova Elena & Ivanova Alina & Merrell Christine & Hawker David & Tymms Peter, 2014. "The Role Of The Ipips Assessment In Providing High Quality Value Added Information On School And System Effectiveness Within And Between Countries," HSE Working papers WP BRP 20/EDU/2014, National Research University Higher School of Economics.
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    Cited by:

    1. Карданова Е. Ю. & Иванова А. Е. & Сергоманов П. А. & Канонир Т. Н. & Антипкина И. В. & Кайкы Д. Н., 2018. "Обобщенные типы развития первоклассников на входе в школу. По материалам исследования iPIPS," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 1, pages 8-37.
    2. Elena Kardanova & Alina Ivanova & Pavel Sergomanov & Tatjana Kanonire & Inna Antipkina & Diana Kayky, 2018. "Patterns of First-Graders' Development at the Start of Schooling: Cluster Approach Based on the Results of iPIPS Project," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 1, pages 8-37.

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      Keywords

      iPIPS; phonological abilities; vocabulary knowledge; mathematics; reading comprehension; elementary school;
      All these keywords.

      JEL classification:

      • Z - Other Special Topics

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