Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence

Early number competence, grounded in number-specific and domain-general abilities, is supposed to lay the foundation for later math achievement. Few longitudinal studies tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, we studied the influence of kindergarteners’ basic cognitive abilities (i.e., nonverbal number sense, working memory, fluid intelligence, and receptive vocabulary) and their early number competence (i.e., symbolic number skills) on first grade math achievement (arithmetic, shape and space, and number line estimation) assessed one year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. Fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space after controlling for early number competence. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms.