General cognitive and numerical precursors of mathematical difficulty in kindergarten children at risk for dyscalculia

Based on 138 Hong Kong kindergarten children (70 boys; age: M ± SD = 4.98 ± 0.33 years) followed from the second kindergarten year to the end of the third year, the present study aims to identify kindergarten children at risk for dyscalculia and investigate their early general cognitive and numerical precursors. Using latent class growth modeling, four groups of children were identified with differing trajectories of mathematical skill development. A group of children with poorest mathematical performance and thus at high risk for dyscalculia were compared with their peers with average achievement. Poor number line and number word comparison skills made unique contributions to the identification of children at risk for dyscalculia when general cognitive skills and demographic variables were added to the model. Identifying children at risk for dyscalculia in kindergarten and understanding their risk factors can help address their learning needs at a young age.

Educational relevance and implications statement

In this study, we identified a group of children with poorest mathematical performance and thus at high risk for dyscalculia in kindergarten. We found that number word comparison and number line estimation skills predicted the identification of children at risk for dyscalculia. These two tasks can serve as quick screening tools to identify children at risk for dyscalculia in kindergarten. Subsequently, teachers and educators can deliver appropriate interventions to help these children improve their number word comparison and number line estimation skills in early years and prevent them from developing dyscalculia later on.