Growth in math computation among monolingual and English language learners: Does the executive system have a role?
Growth in math computation among monolingual and English language learners: Does the executive system have a role?
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单语和英语学习者数学计算的增长：执行系统是否发挥作用？
DOI：
10.1080/87565641.2019.1688328
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发表时间：
2020
影响因子：
1.5
通讯作者：
Swanson, H. L.
中科院分区：
文献类型：
--
作者：
Swanson, H. L.
这项队列顺序研究探讨了工作记忆的组成部分，数学计算的基础上，在小学儿童谁是单语（英语）或英语语言学习者（ELLs）的第一语言是西班牙语。为了达到这个目的，在第一波，在1，2和3年级的儿童（N= 789）进行了一系列的数学，词汇，阅读和认知（短期记忆[STM]，工作记忆[WM]，快速命名和抑制）的措施。一年和两年后，对同一批参与者再次进行了一系列测试。出现了三个重要的发现。首先，沿着命名速度，研究结果表明，WM执行组件的增长与计算性能的增长显著相关。第二，第一波的阅读、流体智力、命名速度和执行过程与第三波的数学计算成绩显著相关。最后，完整的潜在增长模型表明，单语和ELL儿童在第3波的计算能力在统计学上是相当的。因此，强有力的支持被发现的概念，即执行组件的WM与数学计算，但弱支持的概念ELL儿童经历了数学成绩差距。
This cohort-sequential study explored the components of working memory that underlie math calculation in elementary school children who are monolingual (English) or English language learners (ELLs) whose first language is Spanish. To this end, children (N= 789) in grades 1, 2, and 3 at wave 1 were administered a battery of math, vocabulary, reading and cognitive (short-term memory [STM], working memory [WM], rapid naming, and inhibition) measures. The battery of tests was administered again one year and two years later to the same participants. Three important findings emerged. First, along with naming speed, the results suggest that growth in the executive component of WM was significantly related to growth in calculation performance. Second, performance on measures of reading, fluid intelligence, naming speed and executive processes in wave 1 were significantly related to wave 3 math calculation performance. Finally, the full latent growth model showed that monolingual and ELL children were statistically comparable in computation at wave 3. Thus, strong support was found for the notion that the executive component of WM was related to math computation but weak support for the notion ELL children experienced a math achievement gap.