Mathematics, Reading, and Selected Cognitive Abilities at the Beginning of Kindergarten

Abstract

Julie K Kidd, Patrick E McKnight, Debbie A Gallington, Lauren I Strauss, Hao Lyu, Hans Christian Lauritzen, Jihyae Choe, Courtney A Holmberg, and Robert Pasnak

Cognitive abilities, executive functions (EFs) and patterning, and simple measures of early literacy and mathematics were measured for 275 kindergartners during the second and third month of formal schooling. An exploratory factor analysis revealed four factors. The first was a literacy factor, to which a number series scale made a small contribution. The second was primarily a mathematics scale, but also reflected early literacy. The ability to recognize patterns, working memory, and inhibition also contributed to this factor. A third factor involved cognitive flexibility, patterning, and literacy. Finally, there was a factor that essentially involved phonics. These results indicate that two EFs and patterning are related to early mathematics at the beginning of kindergarten when children have experienced little formal schooling. In addition, very early in kindergarten, there is a general achievement factor that does not reflect any of the cognitive abilities tested here.

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