Journal
CHILD DEVELOPMENT
Volume 77, Issue 1, Pages 153-175Publisher
WILEY
DOI: 10.1111/j.1467-8624.2006.00862.x
Keywords
-
Categories
Funding
- NICHD NIH HHS [R01 HD36672] Funding Source: Medline
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH &HUMAN DEVELOPMENT [R01HD036672] Funding Source: NIH RePORTER
Ask authors/readers for more resources
Number sense development of 411 middle- and low-income kindergartners (mean age 5.8 years) was examined over 4 time points while controlling for gender, age, and reading skill. Although low-income children performed significantly worse than middle-income children at the end of kindergarten on all tasks, both groups progressed at about the same rate. An exception was story problems, on which the low-income group achieved at a slower rate; both income groups made comparable progress when the same problems were presented nonverbally with visual referents. Holding other predictors constant, there were small but reliable gender effects favoring boys on overall number sense performance as well as on nonverbal calculation. Using growth mixture modeling, 3 classes of growth trajectories in number sense emerged.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available