How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children

Abstract

The present study investigated the relative importance of executive functioning, parent–child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning, verbal interactions, phonological awareness, visual skills, mathematics and word reading in Chinese and English. Results revealed that low-SES children exhibited lower levels of cognitive-linguistic skills, verbal interactions, reading and mathematics achievement than their middle-SES counterparts. Path analyses also indicated that executive functioning and verbal interactions made significant and direct contributions to mathematics, and indirect contributions to reading through phonological awareness. These results suggest that executive functioning and verbal interactions provide the foundation for phonological awareness and visual skills, which in turn affect reading and mathematics achievement. Overall, findings underscore the potential importance of SES inequalities, cognitive-linguistic skills and parental verbal input to their children for early reading and mathematics achievement.

Keywords:

• Socioeconomic status
• executive functioning
• verbal interactions
• early academic achievement

Acknowledgements

We thank all research assistants, the children and their parents for their participation.

Funding

This work was supported by the Research Grants Council of the Hong Kong Special Administrative Region, China [GRF project HKIED 841212 and 840308].