Abstract
This study was based on the hypothesis that symbolic mapping and relational reasoning are part of the deep structure of both early literacy and mathematics. Eighty-six preschool children completed a range of symbolic, relational, literacy, and mathematics measures, as well as a measure of their receptive vocabulary. Results were consistent with the study’s hypothesis. Symbolic and relational scores were related to performance in both literacy and mathematics. Literacy and mathematics tasks grouped together in factor analyses according to hypothesized symbolic and relational demands. Further, the resulting cross-domain factor scores were related to symbolic and relational factor scores as predicted. Thus, symbolic mapping and relational reasoning were found to be cognitive processes related to both early literacy and mathematics, suggesting potential target areas for future intervention research. Findings are discussed in terms of their implications for better understanding the relation between literacy and mathematics and for early childhood instruction.
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