Early Literacy and Numeracy Competencies: Predictors of Mathematics Achievement in the Dinaric Region

Abstract

AbstractStudies have indicated that early literacy (EL) and early numeracy (EN) competencies are strong predictors of later mathematical performance in school. Data from IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019, together with comprehensive exploration of regional similarities and differences between education systems, confirm that students’ preschool EL and EN competencies are important predictors of mathematics achievement among grade four students from the Dinaric region. This applies for all content domains specified in the TIMSS 2019 mathematics framework: numbers, measurement and geometry, and data. Although TIMSS 2019 parental reports for the different EL and EN tasks varied considerably across the region, children in the Dinaric region who could recognize letters, write numbers, or count independently before starting school tended to achieve higher scores on the mathematics tasks in TIMSS 2019. This confirms that EL and EN skills have a strong relationship with later school outcomes in mathematics. Recognition of these findings could provide the basis for changes in the preschool curriculum and further development of programs for parents/guardians on numeracy development.KeywordsEarly literacyEarly numeracyGrade four educationInternational large-scale assessments (ILSA)Mathematics achievementParental reportsTrends in International Mathematics and Science Study (TIMSS)