References
- Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews. Neuroscience, 4(10), 829–839. https://doi.org/https://doi.org/10.1038/nrn1201
- Bull, R., Espy, K. A., & Wiebe, S. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205–228. https://doi.org/https://doi.org/10.1080/87565640801982312
- Burgoyne, K., Witteveen, K., Tolan, A., Malone, S., & Hulme, C. (2017). Pattern understanding: Relationships with arithmetic and reading development. Child Development Perspectives, 11(4), 239–244. https://doi.org/https://doi.org/10.1111/cdep.12240
- Bock, A. M., Cartwright, K. B., McKnight, P. E., Patterson, A. B., Shriver, A. G., Leaf, B. M., Mohtasham, M. K., Vennergrund, K. C., & Pasnak, R. (2018). Patterning, reading, and executive functions. Frontiers in Psychology, 1802. https://doi.org/https://doi.org/10.3389/fpsyg.2018.01802
- Chan, W. W. L., & Wong, T. T. Y. (2016). The underlying number-space mapping among kindergarteners and its relation with early numerical abilities. Journal of Experimental Child Psychology, 148, 35–50. https://doi.org/https://doi.org/10.1016/j.jecp.2016.03.010
- Chung, K. K. H., Lam, C. B., & Cheung, K. C. (2018). Visuomotor integration and executive functioning are uniquely linked to Chinese word reading and writing in kindergarten children. Reading and Writing, 31(1), 155–171. https://doi.org/https://doi.org/10.1007/s11145-017-9779-4
- Chung, K. K. H., & McBride-Chang, C. (2011). Executive functioning skills uniquely predict Chinese word reading. Journal of Educational Psychology, 103(4), 909–921. https://doi.org/https://doi.org/10.1037/a0024744
- Clements, D. H., & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach (studies in mathematical thinking and learning series). Routledge.
- Conrad, N. J., Harris, N., & Williams, J. (2013). Individual differences in children’s literacy development: The contribution of orthographic knowledge. Reading and Writing, 26(8), 1223–1239. https://doi.org/https://doi.org/10.1007/s11145-012-9415-2
- Dehaene, S. (2011). The number sense: How the mind creates mathematics (2nd ed.). Oxford University Press.
- Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2003). Three parietal circuits for number processing. Cognitive Neuropsychology, 20(3), 487–506. https://doi.org/https://doi.org/10.1080/02643290244000239
- Diamond, K. E., Gerde, H. K., & Powell, D. R. (2008). Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children’s writing and understanding of letters. Early Childhood Research Quarterly, 23(4), 467–478. https://doi.org/https://doi.org/10.1016/j.ecresq.2008.05.002
- Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/https://doi.org/10.1037/0012-1649.43.6.1428
- Ehri, L. C., & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing Quarterly, 14(2), 135–163. https://doi.org/https://doi.org/10.1080/1057356980140202
- Feldman, L. B., & Siok, W. W. (1999). Semantic radicals contribute to the visual identification of Chinese characters. Journal of Memory and Language, 40(4), 559–576. https://doi.org/https://doi.org/10.1006/jmla.1998.2629
- Fuchs, L. S., Fuchs, D., Compton, D. L., Powell, S. R., Seethaler, P. M., Capizzi, A. M., Schatschneider, C., & Fletcher, J. M. (2006). The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Journal of Educational Psychology, 98(1), 29–43. https://doi.org/https://doi.org/10.1037/0022-0663.98.1.29
- Fyfe, E. R., McNeil, N. M., & Rittle-Johnson, B. (2015). Easy as abcabc: Abstract language facilitates performance on a Concrete Patterning Task. Child Development, 86(3), 927–935. https://doi.org/https://doi.org/10.1111/cdev.12331
- Gardner, M. F. (1996). Test of visual-perceptual skills (Non-motor): Revised manual. Psychological and Educational Publications.
- HKSAR Education Bureau. (2012). List of graphemes of commonly-used Chinese characters: 2007 re-arranged with Cantonese and Putonghua pronunciations and simple English explanations. Retrieved September 9, 2020, from https://www.edb.gov.hk/tc/curriculum-development/kla/chi-edu/resources/primary/lang/curriculum-materials.html
- Ho, C. S. H., & Bryant, P. (1999). Different visual skills are important in learning to read English and Chinese. Educational and Child Psychology, 16, 4–14.
- Ho, C. S. H., Chan, D. W. O., Chung, K. K. H., Lee, S. H., & Tsang, S. M. (2007). In search of subtypes of Chinese developmental dyslexia. Journal of Experimental Child Psychology, 97(1), 61–83. https://doi.org/https://doi.org/10.1016/j.jecp.2007.01.002
- Ho, C. S. H., Leung, N. K., Yeung, P. S., Chan, D. O., Chung, K. K. H., Tsang, S. M., & Lee, S. H. (2011). The Hong Kong reading ability screening test for preschool children (RAST-K). Hong Kong Specific Learning Difficulties Research Team.
- Ho, C. S. H., Yau, P. W. Y., & Au, A. (2003). Development of orthographic knowledge and its relationship with reading and spelling among Chinese kindergarten and primary school children. In C. McBride-Chang, & H.-C. Chen (Eds), Chinese children’s reading development (pp. 51–72). Praeger Publishers.
- Hulme, C., & Snowling, M. J. (2015). Learning to read: What we know and what we need to understand better. Child Development Perspectives, 7(1), 1–5. https://doi.org/https://doi.org/10.1111/cdep.12005
- Keung, Y. C., & Ho, C. S. H. (2009). Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children. Contemporary Educational Psychology, 34(2), 103–112. https://doi.org/https://doi.org/10.1016/j.cedpsych.2008.11.001
- Kidd, J. K., Carlson, A. G., Gadzichowski, K. M., Boyer, C. E., Gallington, D. A., & Pasnak, R. (2013). Effects of patterning instruction on the academic achievement of 1st-grade children. Journal of Research in Childhood Education, 27(2), 224–238. https://doi.org/https://doi.org/10.1080/02568543.2013.766664
- Kidd, J. K., Pasnak, R., Gadzichowski, K. M., Gallington, D. A., McKnight, P., Boyer, C. E., & Carlson, A. (2014). Instructing first-grade children on patterning improves reading and mathematics. Early Education and Development, 25(1), 134–151. https://doi.org/https://doi.org/10.1080/10409289.2013.794448
- Li, H., Shu, H., McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese children’s character recognition: Visuo-orthographic, phonological processing and morphological skills. Journal of Research in Reading, 35(3), 287–307. https://doi.org/https://doi.org/10.1111/j.1467-9817.2010.01460.x
- Lin, D., Mo, J., Liu, Y., & Li, H. (2019). Developmental changes in the relationship between character reading ability and Orthographic Awareness in Chinese. Frontiers in Psychology, 10, 2397. https://doi.org/https://doi.org/10.3389/fpsyg.2019.02397
- Lin, D., Sun, H., & Zhang, X. (2016). Bidirectional relationship between visual spatial skill and Chinese character reading in Chinese kindergartners: A cross-lagged analysis. Contemporary Educational Psychology, 46, 94–100. https://doi.org/https://doi.org/10.1016/j.cedpsych.2016.04.008
- McBride-Chang, C., & Ho, C. S.-H. (2000). Developmental issues in Chinese children’s character acquisition. Journal of Educational Psychology, 92(1), 50–55. https://doi.org/https://doi.org/10.1037/0022-0663.92.1.50
- McBride-Chang, C., & Ho, C. S.-H. (2005). Predictors of beginning reading in Chinese and English: A 2-year longitudinal study of Chinese kindergartners. Scientific Studies of Reading, 9(2), 117–144. https://doi.org/https://doi.org/10.1207/s1532799xssr0902_2
- Noel, M. P., Seron, X., & Trovarelli, F. (2003). Working memory as a predictor of addition skills and addition strategies in children. Current Psychology of Cognition, 22(1), 3–25.
- Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, Y., & Li, H. (2011). What is in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103(4), 897–908. https://doi.org/https://doi.org/10.1037/a0024344
- Pan, J., Song, S., Su, M., McBride, C., Liu, H., Zhang, Y., Li, H., & Shu, H. (2016). On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: Evidence from an 8-year longitudinal study. Developmental Science, 19(6), 982–991. https://doi.org/https://doi.org/10.1111/desc.12356
- Papic, M. (2007). Promoting repeating patterns with young children—More than just alternating colors. Australian Primary Mathematics Classroom, 12, 8–13.
- Papic, M. M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers’ mathematical thinking. Journal for Research in Mathematics Education, 42(3), 237–269. https://doi.org/https://doi.org/10.5951/jresematheduc.42.3.0237
- Pasnak, R., Gagliano, K., Righi, M., & Kidd, J. K. (2019). Teaching early literacy, mathematics, and patterning to kindergartners. Psychology, 10(11), 1493–1505. https://doi.org/https://doi.org/10.4236/psych.2019.1011098
- Pasnak, R., Kidd, J. K., Gadzichowski, K. M., Gallington, D. A., Schmerold, K. L., & West, H. M. (2015). Abstracting sequences: Reasoning that is a key to academic achievement. The Journal of Genetic Psychology, 176(3–4), 171–193. https://doi.org/https://doi.org/10.1080/00221325.2015.1024198
- Pasnak, R., Schmerold, K. L., Robinson, M. F., Gadzichowski, K. M., Bock, A. M., O'Brien, S. E., Kidd, J. K., & Gallington, D. A. (2016). Understanding number sequences leads to understanding mathematics concepts. The Journal of Educational Research, 109(6), 640–646. https://doi.org/https://doi.org/10.1080/00220671.2015.1020911
- Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4), 647–658. https://doi.org/https://doi.org/10.1016/j.jecp.2011.07.004
- Purpura, D. J., & Napoli, A. R. (2015). Early numeracy and literacy: Untangling the relation between specific components. Mathematical Thinking and Learning, 17(2–3), 197–218. https://doi.org/https://doi.org/10.1080/10986065.2015.1016817
- Ritchie, S. J., & Bates, T. C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24(7), 1301–1308. https://doi.org/https://doi.org/10.1177/0956797612466268
- Rittle-Johnson, B., Fyfe, E. R., Hofer, K. G., & Farran, D. C. (2017). Early math trajectories: Low-income children’s mathematics knowledge from ages 4 to 11. Child Development, 88(5), 1727–1742. https://doi.org/https://doi.org/10.1111/cdev.12662
- Rittle-Johnson, B., Fyfe, E. R., Loehr, A. M., & Miller, M. R. (2015). Beyond numeracy in preschool: Adding patterns to the equation. Early Childhood Research Quarterly, 31, 101–112. https://doi.org/https://doi.org/10.1016/j.ecresq.2015.01.005
- Rittle-Johnson, B., Zippert, E. L., & Boice, K. L. (2019). The roles of patterning and spatial skills in early mathematics development. Early Childhood Research Quarterly, 46, 166–178. https://doi.org/https://doi.org/10.1016/j.ecresq.2018.03.006
- Schmerold, K., Bock, A., Peterson, M., Leaf, B., Vennergrund, K., & Pasnak, R. (2017). The relations between patterning, executive function, and mathematics. The Journal of Psychology, 151(2), 207–228. https://doi.org/https://doi.org/10.1080/00223980.2016.1252708
- Shu, H., Chen, X., Anderson, R. C., Wu, N., & Xuan, Y. (2003). Properties of school Chinese: Implications for learning to read. Child Development, 74(1), 27–47. https://doi.org/https://doi.org/10.1111/1467-8624.00519
- Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75(2), 428–444. https://doi.org/https://doi.org/10.1111/j.1467-8624.2004.00684.x
- Simmons, F. R., & Singleton, C. (2008). Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia. Dyslexia, 14(2), 77–94. https://doi.org/https://doi.org/10.1002/dys.341
- Swanson, H. L., Zheng, X., & Jerman, O. (2009). Working memory, short-term memory, and reading disabilities: A selective meta-analysis of the literature. Journal of Learning Disabilities, 42(3), 260–287. https://doi.org/https://doi.org/10.1177/0022219409331958
- Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Allyn & Bacon/Pearson Education.
- Tong, X., McBride-Chang, C., Shu, H., & Wong, A. M. Y. (2009). Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition. Scientific Studies of Reading, 13(5), 426–452. https://doi.org/https://doi.org/10.1080/10888430903162910
- Tong, X., McBride-Chang, C., Wong, A. M. Y., Shu, H., Reitsma, P., & Rispens, J. (2011). Longitudinal predictors of very early Chinese literacy acquisition. Journal of Research in Reading, 34(3), 315–332. https://doi.org/https://doi.org/10.1111/j.1467-9817.2009.01426.x
- Treiman, R. (2017). Learning to spell words: Findings, theories, and issues. Scientific Studies of Reading, 21(4), 265–276. https://doi.org/https://doi.org/10.1080/10888438.2017.1296449
- Tse, L. F. L., Siu, A. M. H., & Li–Tsang, C. W. P. (2017). Development of Chinese handwriting skills among kindergarten children: Copying of the composition in Chinese characters and name writing. Journal of Occupational Therapy, Schools, & Early Intervention, 10(1), 40–51. https://doi.org/https://doi.org/10.1080/19411243.2016.1273159
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/https://doi.org/10.1037/0033-2909.101.2.192
- Wang, W. C., & Qiu, X. L. (2019). Multilevel modeling of cognitive diagnostic assessment: the multilevel DINA example. Applied Psychological Measurement, 43(1), 34–50. https://doi.org/https://doi.org/10.1177/0146621618765713
- Wang, Y., & McBride, C. (2016). Character reading and word reading in Chinese: Unique correlates for Chinese kindergarteners. Applied Psycholinguistics, 37(2), 371–386. https://doi.org/https://doi.org/10.1017/S014271641500003X
- Wang, Y., Yin, L., & McBride, C. (2015). Unique predictors of early reading and writing: A one-year longitudinal study of Chinese kindergarteners. Early Childhood Research Quarterly, 32, 51–59. https://doi.org/https://doi.org/10.1016/j.ecresq.2015.02.004
- Wechsler, D. (1991). Wechsler intelligence scale for children (3rd ed.). Psychological Corp.
- Yang, X., Chung, K. K. H., & McBride, C. (2019). Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children. Educational Psychology, 39(5), 678–704. https://doi.org/https://doi.org/10.1080/01443410.2018.1546831
- Yang, X., & McBride, C. (2020). How do phonological processing abilities contribute to early Chinese reading and mathematics? Educational Psychology, 40(7), 893–911. https://doi.org/https://doi.org/10.1080/01443410.2020.1771679
- Yang, X., Zhang, X., Huo, S., & Zhang, Y. (2020). Differential contributions of cognitive precursors to symbolic versus non-symbolic numeracy in young Chinese children. Early Childhood Research Quarterly, 53, 208–216. https://doi.org/https://doi.org/10.1016/j.ecresq.2020.04.003
- Yeung, P.-S., Ho, C. S.-H., Chik, P. P.-M., Lo, L.-Y., Luan, H., Chan, D. W.-O., & Chung, K. K.-H. (2011). Reading and spelling Chinese among beginning readers: What skills make a difference? Scientific Studies of Reading, 15(4), 285–313. https://doi.org/https://doi.org/10.1080/10888438.2010.482149
- Zhang, X. (2016). Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children. Early Childhood Research Quarterly, 36, 178–189. https://doi.org/https://doi.org/10.1016/j.ecresq.2015.12.010
- Zhang, X., & Lin, D. (2015). Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic. Contemporary Educational Psychology, 41, 188–197. https://doi.org/https://doi.org/10.1016/j.cedpsych.2015.01.005
- Zhang, X., & Lin, D. (2017). Does growth rate in spatial ability matter in predicting early arithmetic competence? Learning and Instruction, 49, 232–241. https://doi.org/https://doi.org/10.1016/j.learninstruc.2017.02.003
- Zhang, X., & Lin, D. (2018). Cognitive precursors of word reading versus arithmetic competencies in young Chinese children. Early Childhood Research Quarterly, 42, 55–65. https://doi.org/https://doi.org/10.1016/j.ecresq.2017.08.006
- Zhang, X., Hu, B. Y., Ren, L., & Fan, X. (2018). Sources of individual differences in young Chinese children’s reading and mathematics skill: A longitudinal study. Journal of School Psychology, 71, 122–137. https://doi.org/https://doi.org/10.1016/j.jsp.2018.10.008
- Zhang, X., Koponen, T., Räsänen, P., Aunola, K., Lerkkanen, M. K., & Nurmi, J. E. (2014). Linguistic and spatial skills predict early arithmetic development via counting sequence knowledge. Child Development, 85(3), 1091–1107. https://doi.org/https://doi.org/10.1111/cdev.12173
- Zippert, E. L., Clayback, K., & Rittle-Johnson, B. (2019). Not just IQ: Patterning predicts preschoolers’ math knowledge beyond fluid reasoning. Journal of Cognition and Development, 20(5), 752–771. https://doi.org/https://doi.org/10.1080/15248372.2019.1658587