Direct and Indirect Effects of Phonological Ability and Vocabulary Knowledge on Math Performance in Elementary School

22 Pages Posted: 19 Jun 2017  

Yulia V. Kuzmina

National Research University Higher School of Economics

Alina E. Ivanova

National Research University Higher School of Economics

Inna V. Antipkina

National Research University Higher School of Economics

Date Written: June 19, 2017

Abstract

The main aim of this study was to estimate direct and indirect effects of phonological ability and vocabulary knowledge on subsequent mathematics and reading performance. To achieve our goals we used two-wave longitudinal data from the international Performance Indicators in Primary Schools (iPIPS) data set, which was produced in Russia in 2015-2016. We used rhyming skills and ability to repeat words/pseudowords as indicators of phonological ability, and identified three types of mathematical skills (digit identification, number manipulations and formal math). The results of our analysis confirmed the predictive role of preschool phonological ability as a domain-general precursor of later achievements. Phonological ability had a positive direct and indirect effects on the subsequent reading and math performance. Moreover, the direct effect was higher than the indirect effect. Reading fluency mediated the effect of phonological ability and did not mediate the effect of vocabulary knowledge. Vocabulary knowledge had insignificant direct effect on math achievement and positive indirect effect via phonological ability.

Keywords: iPIPS; phonological abilities; vocabulary knowledge; mathematics; reading comprehension, elementary school

JEL Classification: Z

Suggested Citation

Kuzmina, Yulia V. and Ivanova, Alina E. and Antipkina, Inna V., Direct and Indirect Effects of Phonological Ability and Vocabulary Knowledge on Math Performance in Elementary School (June 19, 2017). Higher School of Economics Research Paper No. WP BRP 76/PSY/2017. Available at SSRN: https://ssrn.com/abstract=2988797

Yulia V. Kuzmina (Contact Author)

National Research University Higher School of Economics ( email )

Myasnitskaya street, 20
Moscow, Moscow 119017
Russia

Alina E. Ivanova

National Research University Higher School of Economics ( email )

Myasnitskaya street, 20
Moscow, Moscow 119017
Russia

Inna V. Antipkina

National Research University Higher School of Economics ( email )

Myasnitskaya street, 20
Moscow, Moscow 119017
Russia

Paper statistics

Downloads
5
Abstract Views
59