Recently, cross-domain research has shown that some early cognitive precursors of language, reading, and mathematics overlap and predict one another. This study investigated how early cognitive predictors across domains could predict future academic skills across domains using data from 563 students in kindergarten to second grade (ages 5 to 8; 288 males; largely monolingual English). The roles of verbal, symbolic, and magnitude comparison skills as predictors of later academic grades for various language and math subjects were examined. Results found that Grade 1 marks were predicted by kindergarten verbal and symbolic skills, while Grade 2 marks were predicted by verbal skills and Grade 1 as well as indirectly by symbolic skills via Grade 1. Results are discussed in light of the overlapping relationships between language, reading, and mathematics.

中文翻译：

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小学语言、识字和数学成绩的早期认知预测因子


最近，跨领域研究表明，语言、阅读和数学的一些早期认知前体相互重叠并相互预测。本研究使用 563 名幼儿园至二年级学生（5 至 8 岁;288 名男性;主要是单语英语）的数据，调查了跨领域的早期认知预测器如何预测跨领域的未来学术技能。研究了语言、符号和量级比较技能作为各种语言和数学科目以后学术成绩预测因子的作用。结果发现，1 年级的分数是由幼儿园的语言和符号技能预测的，而 2 年级的分数是由语言技能预测的，1 年级是通过 1 年级的符号技能间接预测的。根据语言、阅读和数学之间的重叠关系讨论了结果。