title: Early literacy and early numeracy: the value of including early literacy skills in the prediction of numeracy development.
abstract: The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock-Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development.
authors.affiliation: College of Education, University of Illinois at Urbana - Champaign, Champaign, IL 61820, USA. dpurpura@illinois.edu
authors.forename: David J
authors.initials: DJ
authors.lastname: Purpura
authors.forename: Laura E
authors.initials: LE
authors.lastname: Hume
authors.forename: Darcey M
authors.initials: DM
authors.lastname: Sims
authors.forename: Christopher J
authors.initials: CJ
authors.lastname: Lonigan
mesh_terms: D002657:Child Development; D002675:Child, Preschool; D004521:Educational Measurement / Q000379:methods; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D010700:Phonetics; D011932:Reading; D014825:Vocabulary