Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis

Abstract

This systematic review examines which domain-specific numeracy skills in the first year of formal schooling most reliably predict achievement in mathematics during primary school. Longitudinal studies that assessed domain-specific skills in the first year of formal schooling and mathematical outcomes at a later grade in primary school were included. Databases were searched in July 2020. Fifty-four studies were included, representing 13,453 participants. We investigated the strength of the associations between different types of domain-specific skills and mathematical outcomes through correlated effects models and random effects univariate meta-analyses. Results showed small to large significant positive correlations. The strength of the evidence is limited by the small number of studies and the variability found in measures. The findings are analyzed in light of theoretical models of numerical cognition. Implications for future research are discussed.