In an effort to promote best practices regarding mathematics teaching and learning at the preschool level, national advisory panels and organizations have emphasized the importance of children's emergent counting and related competencies, such as the ability to verbally count, maintain one-to-one correspondence, count with cardinality, subitize, and count forward or backward from a given number. However, little research has investigated whether the kind of mathematical knowledge promoted by the various standards documents actually predict later mathematics achievement. The present study uses longitudinal data from a primarily low-income and minority sample of children to examine the extent to which preschool mathematical competencies, specifically basic and advanced counting, predict fifth grade mathematics achievement. Using regression analyses, we find early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competencies. Our results highlight the significance of preschool mathematics knowledge for future academic achievement.

Tutrang Nguyen

Tyler W. Watts

Greg J. Duncan

Douglas H. Clements

Julie S. Sarama

Christopher Wolfe

Mary Elaine Spitler

Early Childhood Research Quarterly

For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.

For over twenty years, Early Childhood Research Quarterly (ECRQ) has significantly influenced the field of early childhood education and development by publishing empirical research that meets the highest standards of scholarly and practical significance. ECRQ predominantly publishes empirical research (using quantitative or qualitative methods) on topics related to early childhood development, theory, and educational practice for children from birth to 8 years of age. The journal also occasionally features practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are particularly interested in work that has social, policy, and educational relevance and implications, as well as research that strengthens the connections between research and practice.

《Early Childhood Research Quarterly》创刊二十多年来，通过发表符合最高学术和实践标准的实证研究，深刻影响了早期儿童教育与发展领域。该期刊主要发表关于早期儿童发展、理论和教育实践（出生至8岁）的实证研究（定量或定性方法）。此外，期刊偶尔也会刊登实践者和/或政策视角、书评以及重要的研究综述。作为一本应用性期刊，我们关注具有社会、政策和教育相关性及影响的研究工作，以及加强研究与实践之间联系的研究。

Which preschool mathematics competencies are most predictive of fifth grade achievement?

Using regression analyses, this study finds early numeracy abilities to be the strongest predictors of later mathematics achievement, with advanced counting competencies more predictive than basic counting competency.

Category	Quartile
教育学	1
教育学, 心理学发育	1
教育学, 教育学和教育研究	2

Which preschool mathematics competencies are most predictive of fifth grade achievement?

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Journal Info

Category	Quartile
PSYCHOLOGY, DEVELOPMENTAL	1