Cognitive and linguistic precursors to numeracy in kindergarten: Evidence from first and second language learners

The present study investigated the role of cognitive and linguistic precursors to early numeracy skills to examine the interrelations between the development of linguistic and numeracy skills. General intelligence, working memory, phonological awareness, grammatical ability, and early numeracy skills were assessed in 75 first (mean age 6.1) and 55 second language learners (mean age 6.2). The second language learners scored lower than the first language learners on both linguistic and early numeracy tasks. However, the same precursors accounted for the variation in the early numeracy of both groups as no structural differences were found between the two groups. A more elaborate model of the acquisition of early numeracy is presented indicating that in the earlier years of childhood the acquisition of early numeracy skills is highly related to linguistic skills.

► We examine precursors of early numeracy in L1 and L2 learners. ► We use structural equation modeling to relate cognitive, linguistic and numeracy skills. ► We find L2 learners to be below L1 learners in early language and numeracy. ► Language also partially mediates the relation between cognitive and numeracy skills. ► Models predicting early numeracy for L1 and L2 learners are the same.