title: Linguistic and spatial skills predict early arithmetic development via counting sequence knowledge.
abstract: Utilizing a longitudinal sample of Finnish children (ages 6-10), two studies examined how early linguistic (spoken vs. written) and spatial skills predict later development of arithmetic, and whether counting sequence knowledge mediates these associations. In Study 1 (N = 1,880), letter knowledge and spatial visualization, measured in kindergarten, predicted the level of arithmetic in first grade, and later growth through third grade. Study 2 (n = 378) further showed that these associations were mediated by counting sequence knowledge measured in first grade. These studies add to the literature by demonstrating the importance of written language for arithmetic development. The findings are consistent with the hypothesis that linguistic and spatial skills can improve arithmetic development by enhancing children's number-related knowledge.
authors.affiliation: Hong Kong Institute of Education.
authors.forename: Xiao
authors.initials: X
authors.lastname: Zhang
authors.affiliation: Niilo Mäki Institute.
authors.forename: Tuire
authors.initials: T
authors.lastname: Koponen
authors.affiliation: Niilo Mäki Institute.
authors.forename: Pekka
authors.initials: P
authors.lastname: Räsänen
authors.affiliation: University of Jyväskylä.
authors.forename: Kaisa
authors.initials: K
authors.lastname: Aunola
authors.affiliation: University of Jyväskylä.
authors.forename: Marja-Kristiina
authors.initials: MK
authors.lastname: Lerkkanen
authors.affiliation: University of Jyväskylä.
authors.forename: Jari-Erik
authors.initials: JE
authors.lastname: Nurmi
mesh_terms: D002648:Child; D002657:Child Development / Q000502:physiology*; D005260:Female; D006801:Humans; D007804:Language Development; D008137:Longitudinal Studies; D008297:Male; D055641:Mathematical Concepts; D011932:Reading; D013028:Space Perception / Q000502:physiology*