Early mathematical and receptive language skills of children from different socioeconomic levels: letter knowledge a mediator

Abstract

ABSTRACT The purpose of this study was to investigate the relation between the early mathematic and receptive language skills while considering letter knowledge as a mediator. Participants included 357 children with a mean age of 64.5 months and their parents. Results suggest that letter knowledge mediates the relation between the early mathematic and receptive language skills. This study revealed the correlation between receptive language, letter knowledge, and early mathematical development, suggesting the need for mathematics to be taught in conjunction with language and early literacy skills to increase the gains out of these skills. Understanding the nature of how these skills relate will help identify children at risk of mathematical difficulties in future years, design individualised teaching activities, and improve the development of math curricula. This study also examined the impact of maternal education level on these three skills and found that children’s performance in these skills improved as mothers’ education level increased. In this context, this result can serve as an important indicator of the maternal education level, and for whom early intervention programmes should be planned and implemented.