Journal of Experimental Child Psychology, 140, 56–73. Processes in the development of mathematics in kindergarten children from Title 1 schools. Although the contributions of fluid intelligence, PA, and STM toward math outcomes were reliable and arguably important, they were small. 14) after controlling for autoregressive effects and class- room nesting. By comparing a childs development to the developmental age ranges in this tool, it allows providers to identify young children with developmental problems so. Fluid intelligence, PA, and STM significantly predicted unique variation in spring applied problems scores (DR2 =. 05) after controlling for autoregressive effects and classroom nesting. Fluid intelligence and PA significantly predicted unique variation in spring numeracy scores (DR2 =. 32 for numeracy and applied problems, respectively), which underscores the importance of preschool math instruction and screening for mathematics learning difficulties on entry into kindergarten. Fall numeracy scores accounted for substantial vari- ation in spring outcomes (R2 values =. The 208 participating kindergartners were administered tests of fluid intelligence, vocabulary, PA, RAN, STM, and numeracy in the fall of kindergarten, whereas tests of numer- acy and applied problems were administered in the spring of kindergarten. This study examined how well nonverbal IQ (or fluid intelligence), vocabulary, phonological awareness (PA), rapid autonomized nam- ing (RAN), and phonological short-term memory (STM) predicted mathematics outcomes.
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