Voorspellers van de rekenvaardigheid: werkgeheugen en voorbereidende rekenvaardigheid

Abstract

Both working memory and early numeracy have been proven to be strong predictors of mathematical achievement. The aim of this longitudinal study was to investigate working memory and early numeracy as predictors of mathematical achievement in second grade to promote early detection of learning problems. Children from 25 different schools in the Netherlands participated from age 3-5 till the age of 6-8 years old (N = 692). The Automated Working Memory Assessment (AWMA) was used to measure working memory. Early numeracy was measured by the Utrechtse Getalbegrip Toets-Revised (UGT-R). Mathematical achievement in second grade was measured by the Cito Rekenen van midden groep 4 (CITO-M4 toets). The results revealed that working memory was already in kindergarten a reliable predictor of second grade mathematical achievement. Moreover, working memory added value to number sense as predictor of second grade mathematical achievement. The verbal working memory component in early kindergarten revealed to be a significantly better predictor than the visual working memory component in kindergarten. Although the visual working memory component became a significantly better predictor in late kindergarten and first grade of mathematical achievement in second grade.