Bidirectional relationships between phonological processing and basic number knowledge in kindergarten children: a longitudinal study
Abstract An ongoing debate on the association between phonological processing and number knowledge concerns the extent to which they influence each other during early childhood. The current study aims to establish the direction of the developmental relationship between these two kinds of abilities a...
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| Format: | Article |
| Language: | English |
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BMC
2025-01-01
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| Series: | BMC Psychology |
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| Online Access: | https://doi.org/10.1186/s40359-025-02375-y |
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| author | Xin Chen Chi Ma Zihan Yang Xiujie Yang |
| author_facet | Xin Chen Chi Ma Zihan Yang Xiujie Yang |
| author_sort | Xin Chen |
| collection | DOAJ |
| description | Abstract An ongoing debate on the association between phonological processing and number knowledge concerns the extent to which they influence each other during early childhood. The current study aims to establish the direction of the developmental relationship between these two kinds of abilities at an early age. Eighty-two Chinese kindergarten children were followed from 5 to 6 years old with a one-year interval. We investigated three phonological processing skills (phonological awareness, phonological memory, and rapid automatized naming) and two kinds of basic number knowledge (number identification and number comparison) at time 1 and time 2. Cross-lagged panel analyses revealed that the association between phonological awareness and number comparison was bidirectional. Specifically, early phonological awareness at time 1 could predict later number identification, and early number comparison at time 1 was a significant predictor of later phonological memory. In contrast, rapid automatized naming had no such predictive relations with other variables. The present findings are among the first to provide evidence that basic number knowledge could predict later phonological processing in kindergarten children. |
| format | Article |
| id | doaj-art-4408d06919734c01ab7a1f1abe5dc80e |
| institution | Kabale University |
| issn | 2050-7283 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-4408d06919734c01ab7a1f1abe5dc80e2025-01-19T12:43:47ZengBMCBMC Psychology2050-72832025-01-0113111010.1186/s40359-025-02375-yBidirectional relationships between phonological processing and basic number knowledge in kindergarten children: a longitudinal studyXin Chen0Chi Ma1Zihan Yang2Xiujie Yang3School of Child Development and Education, China Women ’s UniversityBeijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Beijing Normal UniversityBeijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Beijing Normal UniversityBeijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Beijing Normal UniversityAbstract An ongoing debate on the association between phonological processing and number knowledge concerns the extent to which they influence each other during early childhood. The current study aims to establish the direction of the developmental relationship between these two kinds of abilities at an early age. Eighty-two Chinese kindergarten children were followed from 5 to 6 years old with a one-year interval. We investigated three phonological processing skills (phonological awareness, phonological memory, and rapid automatized naming) and two kinds of basic number knowledge (number identification and number comparison) at time 1 and time 2. Cross-lagged panel analyses revealed that the association between phonological awareness and number comparison was bidirectional. Specifically, early phonological awareness at time 1 could predict later number identification, and early number comparison at time 1 was a significant predictor of later phonological memory. In contrast, rapid automatized naming had no such predictive relations with other variables. The present findings are among the first to provide evidence that basic number knowledge could predict later phonological processing in kindergarten children.https://doi.org/10.1186/s40359-025-02375-yPhonological awarenessRapid automatized namingPhonological memoryNumber knowledgeKindergartenersLongitudinal study |
| spellingShingle | Xin Chen Chi Ma Zihan Yang Xiujie Yang Bidirectional relationships between phonological processing and basic number knowledge in kindergarten children: a longitudinal study BMC Psychology Phonological awareness Rapid automatized naming Phonological memory Number knowledge Kindergarteners Longitudinal study |
| title | Bidirectional relationships between phonological processing and basic number knowledge in kindergarten children: a longitudinal study |
| title_full | Bidirectional relationships between phonological processing and basic number knowledge in kindergarten children: a longitudinal study |
| title_fullStr | Bidirectional relationships between phonological processing and basic number knowledge in kindergarten children: a longitudinal study |
| title_full_unstemmed | Bidirectional relationships between phonological processing and basic number knowledge in kindergarten children: a longitudinal study |
| title_short | Bidirectional relationships between phonological processing and basic number knowledge in kindergarten children: a longitudinal study |
| title_sort | bidirectional relationships between phonological processing and basic number knowledge in kindergarten children a longitudinal study |
| topic | Phonological awareness Rapid automatized naming Phonological memory Number knowledge Kindergarteners Longitudinal study |
| url | https://doi.org/10.1186/s40359-025-02375-y |
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