IDEAS home Printed from https://ideas.repec.org/p/hig/wpaper/76psy2017.html
   My bibliography  Save this paper

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
    as

    Download full text from publisher

    File URL: https://wp.hse.ru/data/2017/06/19/1170428287/76PSY2017.pdf
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    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.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. 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.
    2. 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.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.

      More about this item

      Keywords

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

      JEL classification:

      • Z - Other Special Topics

      NEP fields

      This paper has been announced in the following NEP Reports:

      Statistics

      Access and download statistics

      Corrections

      All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:hig:wpaper:76psy2017. See general information about how to correct material in RePEc.

      If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

      If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

      If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

      For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Shamil Abdulaev or Shamil Abdulaev (email available below). General contact details of provider: https://edirc.repec.org/data/hsecoru.html .

      Please note that corrections may take a couple of weeks to filter through the various RePEc services.

      IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.