Madison A. Cook, K. Smolkowski, Lina Shanley, Joanna Hermida, Sylvia Linan-Thompson, Christian T. Doabler, Ben Clarke
{"title":"Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners","authors":"Madison A. Cook, K. Smolkowski, Lina Shanley, Joanna Hermida, Sylvia Linan-Thompson, Christian T. Doabler, Ben Clarke","doi":"10.5964/jnc.11635","DOIUrl":null,"url":null,"abstract":"This study explores how kindergarten students from a multilingual sample (n = 131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this study indicate significant correlations between initial math skill, phonological memory, working memory, and language proficiency. There was no statistically significant relationship demonstrated between gains in mathematics and phonological memory, working memory, and language proficiency. No moderation effect was found between domain general skills and response to math intervention. Implications of this work will inform development and delivery of math interventions for multilingual students in kindergarten.","PeriodicalId":36632,"journal":{"name":"Journal of Numerical Cognition","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Numerical Cognition","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5964/jnc.11635","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Mathematics","Score":null,"Total":0}
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Abstract
This study explores how kindergarten students from a multilingual sample (n = 131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this study indicate significant correlations between initial math skill, phonological memory, working memory, and language proficiency. There was no statistically significant relationship demonstrated between gains in mathematics and phonological memory, working memory, and language proficiency. No moderation effect was found between domain general skills and response to math intervention. Implications of this work will inform development and delivery of math interventions for multilingual students in kindergarten.
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