A1 Journal article (refereed)
Early Cognitive Profiles Predicting Reading and Arithmetic Skills in Grades 1 and 7 (2020)


Korpipää, Heidi; Moll, Kristina; Aunola, Kaisa; Tolvanen, Asko; Koponen, Tuire; Aro, Mikko; Lerkkanen, Marja-Kristiina (2020). Early Cognitive Profiles Predicting Reading and Arithmetic Skills in Grades 1 and 7. Contemporary Educational Psychology, 60, 101830. DOI: 10.1016/j.cedpsych.2019.101830


JYU authors or editors


Publication details

All authors or editors: Korpipää, Heidi; Moll, Kristina; Aunola, Kaisa; Tolvanen, Asko; Koponen, Tuire; Aro, Mikko; Lerkkanen, Marja-Kristiina

Journal or series: Contemporary Educational Psychology

ISSN: 0361-476X

eISSN: 1090-2384

Publication year: 2020

Volume: 60

Article number: 101830

Publisher: Elsevier

Publication country: United States

Publication language: English

DOI: http://doi.org/10.1016/j.cedpsych.2019.101830

Open Access: Publication channel is not openly available

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/67012


Abstract

The aim of this study was to investigate cognitive profiles composed of skills predicting the overlap between reading and arithmetic in kindergarten (phonological awareness, letter knowledge, rapid automatized naming, and counting sequence knowledge) and the relation of these profiles to reading and arithmetic skills at Grades 1 and 7. A total of four distinct cognitive profiles were identified in an unselected sample of 1,710 children aged 5–6 years: (1) high linguistic and high counting skills (39.2%), (2) low linguistic and low counting skills (25.4%), (3) high counting skills in relation to linguistic skills (15.3%), and (4) low counting skills in relation to linguistic skills (20.1%). Among most of the children (about 65%), the linguistic and counting skills varied together. Children characterized by high or low overall performance levels across linguistic and counting skills also showed, predictably, high or low overall performance levels in subsequent reading and arithmetic skills in Grades 1 and 7. Children characterized by a discrepancy between linguistic and counting skills (about 35% of the children) in turn showed somewhat discrepant subsequent levels of reading and arithmetic skills. The results point towards individual variation (i.e., heterogeneity) in cognitive profiles that predict both reading and arithmetic skills in Grades 1 and 7. Based on these findings, the linguistic and basic number skills predict differently the overlap between reading and arithmetic in Grades 1 and 7 depending on cognitive profile. The weaknesses across linguistic and counting skills are a greater risk for persistent overlapping difficulties in reading and arithmetic than weaknesses in only one of the learning domains. For difficulties in arithmetic skill development, however, weaknesses in only counting skills present an equal risk compared to weaknesses evident across linguistic and counting skills.


Keywords: literacy; mathematical skills; cognitive skills; cognitive development; school-age children; comorbidity

Free keywords: reading; arithmetic; comorbidity; cognitive profiles; person-oriented approach


Contributing organizations


Related projects

Luokkahuoneen vuorovaikutusprosessien
Lerkkanen, Marja-Kristiina
Academy of Finland
01/09/2013-31/08/2017


Ministry reporting: Yes

Reporting Year: 2020

Preliminary JUFO rating: 3


Last updated on 2020-18-08 at 13:16