Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

Segers, Eliane; Kleemans, Tijs; Verhoeven, Ludo

doi:10.1080/10986065.2015.1016819

Cited by 75 publications

(64 citation statements)

References 55 publications

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“…Therefore, it is unlikely that the absence of the relation between the two methods is due to low validity or reliability. Additionally, the children's age in our study was comparable with previous home numeracy studies (e.g., Benavides‐Varela et al ., ; Segers et al ., ).…”

Section: Discussionmentioning

confidence: 99%

“…This distinction between formal and informal home numeracy activities has further resulted in inconsistent findings. Some studies also showed that formal home numeracy activities were positively related to children's basic numerical skills (LeFevre, Polyzoi, Skwarchuk, Fast, & Sowinski, 2010;Segers, Kleemans, & Verhoeven, 2015). Others reported that a total score including both formal and informal activities was not related to children's basic numerical and calculation skills (Blevins-Knabe, Austin, Musun, Eddy, & Jones, 2000;Missall, Hojnoski, Caskie, & Repasky, 2015).…”

Section: What Does This Study Add?mentioning

confidence: 99%

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Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading

Yildiz

Sasanguie

Smedt

et al. 2018

British J of Dev Psycho

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Home numeracy has been defined as the parent-child interactions that include experiences with numerical content in daily-life settings. Previous studies have commonly operationalized home numeracy either via questionnaires or via observational methods. These studies have shown that both types of measures are positively related to variability in children's mathematical skills. This study investigated whether these distinctive data collection methods index the same aspect of home numeracy. The frequencies of home numeracy activities and parents' opinions about their children's mathematics education were assessed via a questionnaire. The amount of home numeracy talk was observed via two semi-structured videotaped parent-child activity sessions (Lego building and book reading). Children's mathematical skills were examined with two calculation subtests. We observed that parents' reports and number of observed numeracy interactions were not related to each other. Interestingly, parents' reports of numeracy activities were positively related to children's calculation abilities, whereas the observed home numeracy talk was negatively related to children's calculation abilities. These results indicate that these two methods tap on different aspects of home numeracy. Statement of contribution What is already known on this subject? Home numeracy, that is, parent-child interactions that include experiences with numerical content, is supposed to have a positive impact on calculation or mathematical ability in general. Despite many positive results, some studies have failed to find such an association. Home numeracy has been assessed with questionnaires on the frequency of numerical experiences and observations of parent-child interactions; however, those two measures of home numeracy have never been compared directly. What does this study add? This study assessed home numeracy through questionnaires and observations in the 44 parent-child dyads and showed that home numeracy measures derived from questionnaires and observations are not related. Moreover, the relation between the reported frequency of home numeracy activities and calculation on the one hand, and parent-child number talk (derived from observations) and calculation on the other hand is in opposite directions; the frequency of activities is positively related to calculation performance; and the amount of number talk is negatively related to calculation. This study shows that both measures tap into different aspects of home numeracy and can be an important factor explaining inconsistencies in literature.

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Section: Discussionmentioning

confidence: 99%

Section: What Does This Study Add?mentioning

confidence: 99%

Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading

Yildiz

Sasanguie

Smedt

et al. 2018

British J of Dev Psycho

View full text Add to dashboard Cite

show abstract

“…Further work would be needed to identify what mediates these specific associations. For example the presence of books in the house may mediate associations with English (Evans, Kelley, & Sikora, 2014;Sikora, Evans, & Kelley, 2018), while parents' numeracy may mediate associations with maths (Segers, Kleemans, & Verhoeven, 2015). Subject interest has been shown to interact with SES in predicting science attainment at age 15 across 57 countries (Drob, Cheung, & Briley, 2014) and it is also possible that specific subject interest plays an increasing role in attainment in other subjects over adolescence.…”

Section: Discussionmentioning

confidence: 99%

The specificity of associations between cognition and attainment in English, maths and science during adolescence

Donati

Meaburn

Dumontheil

2019

Learning and Individual Differences

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Executive functions (EFs) are predictive of early academic attainment. However, there is little research investigating whether academic outcomes are differentially associated with cognitive abilities during adolescence, when EFs are still developing. Using a large population-based sample, three latent components, working memory, inhibitory control, and processing speed, were characterised from ten cognitive tasks. These components were used in structural equation models alongside measures of IQ (vocabulary, matrix reasoning) to assess specific relationships with English, maths and science attainment at 16 years of age while controlling for socio-economic status (SES) and previous attainment at age 11. Cognitive measures and SES contributed to individual differences in change in academic performance across adolescence, and specific associations between cognitive abilities and academic subjects could be observed. These results show that SES and cognitive abilities, in particular working memory, continue to influence academic progress beyond childhood, and that these associations are specific to individual academic subjects.

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“…Home environment and early numeracy development Home numeracy environment involves both parents' practices (e.g., the amount and types of learning resources they provide children with and the frequency and nature of learning activities they engage children in) as well as attitudes (e.g., their perceptions of the importance of early numeracy learning; Anders et al, 2012;Blevins-Knabe, 2016;Segers, Kleemans, & Verhoeven, 2015). In the recent two decades, there has been growing interest in the role of home environment in early numeracy development among researchers.…”

Section: Statement Of Contributionmentioning

confidence: 99%

Family and individual variables associated with young Filipino children's numeracy interest and competence

Cheung

Yang

Dulay

et al. 2017

British J of Dev Psycho

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Children's early numeracy outcomes set the foundation for mathematics learning in their future school years. This study examined how different family and individual variables were associated with the numeracy interest and competence of disadvantaged young children in the Philippines. The numeracy and literacy skills of 673 children living in low-middle income communities were tested. Their parents were also asked to complete a questionnaire on demographics, their home numeracy practices, attitudes about numeracy learning, and children's numeracy interest. Structural equation modelling analyses showed that children's numeracy interest was linked with their parents' practices and attitudes. Children's numeracy competence, on the other hand, was related to their gender, age, socioeconomic status, and literacy abilities. These findings suggest that family and individual variables might play different roles in disadvantaged children's early numeracy development. Moreover, parents can be encouraged to make effective use of home numeracy experiences to promote their children's numeracy competence. Statement of contribution What is already known on this subject? In developed countries, home environment is occasionally found to link with early numeracy development. Some individual variables are also found to play significant roles in early numeracy development. What does this study add? Among young Filipino children from disadvantaged backgrounds, home environment is related to numeracy interest. Family socioeconomic status plays a significant role in early numeracy competence. Early literacy and numeracy skills are interrelated with each other.

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Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

Cited by 75 publications

References 55 publications

Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading

Investigating the relationship between two home numeracy measures: A questionnaire and observations during Lego building and book reading

The specificity of associations between cognition and attainment in English, maths and science during adolescence

Family and individual variables associated with young Filipino children's numeracy interest and competence

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