Links between early literacy and early numeracy during preschool education in France

References

• Anders, Y., C. Grosse, H.-G. Rossbach, S. Ebert, and S. Weinert. 2013. “Preschool and Primary School Influences on the Development of Children’s Early Numeracy Skills Between the Ages of 3 and 7 Years in Germany.” School Effectiveness and School Improvement 24 (2): 195–211. doi:10.1080/09243453.2012.749794.
   Web of Science ®Google Scholar
• Andreu, S., I. Cioldi, P. Conceicao, Y. Étève, M. Fabre, S. Le Breton, É Persem, et al. 2020. Évaluations Repères 2019 de Début de CP: des Résultats Stables (Note D’information n° 20.05). Paris: MENJ & Depp.
   Google Scholar
• Anthony, J. L., J. M. Williams, R. McDonald, and D. J. Francis. 2007. “Phonological Processing and Emergent Literacy in Younger and Older Preschool Children.” Annals of Dyslexia 57 (2): 113. doi:10.1007/s11881-007-0008-8.
   PubMed Web of Science ®Google Scholar
• Aunio, P., and M. Niemivirta. 2010. “Predicting Children’s Mathematical Performance in Grade one by Early Numeracy.” Learning and Individual Differences 20 (5): 427–435. doi:10.1016/j.lindif.2010.06.003.
   Web of Science ®Google Scholar
• Aunio, P., M. Niemivirta, J. Hautamäki, J. E. H. Van Luit, J. Shi, and M. Zhang. 2006. “Young Children’s Number Sense in China and Finland.” Scandinavian Journal of Educational Research 50 (5): 483–502. doi:10.1080/00313830600953576.
   Google Scholar
• Aunola, K., E. Leskinen, M. Lerkkanen, and J. Nurmi. 2004. “Developmental Dynamics of Math Performances from Preschool to Grade 2.” Journal of Educational Psychology 96: 699–713. doi:10.1037/0022-0663.96.4.699.
   Web of Science ®Google Scholar
• Bar-Kochva, I., and E. Nevo. 2019. “The Relations of Early Phonological Awareness, Rapid-Naming and Speed of Processing with the Development of Spelling and Reading: A Longitudinal Examination.” Journal of Research in Reading 42 (1): 97–122. doi:10.1111/1467-9817.12242.
   Web of Science ®Google Scholar
• Baroody, A. J., M. Eiland, and B. Thompson. 2009. “Fostering at-Risk Preschoolers’ Number Sense.” Early Education and Development 20 (1): 80–128. doi:10.1080/10409280802206619.
   Web of Science ®Google Scholar
• Bleses, D., G. Makransky, P. S. Dale, A. Højen, and B. A. Ari. 2016. “Early Productive Vocabulary Predicts Academic Achievement 10 Years Later.” Applied Psycholinguistics 37 (6): 1461–1476. doi:10.1017/S0142716416000060.
   Web of Science ®Google Scholar
• Boardman, M. 2006. “The Impact of age and Gender on Prep Children’s Academic Achievements.” Australasian Journal of Early Childhood 31 (4): 1–6. doi:10.1177/183693910603100402.
   Google Scholar
• Catts, H. W., S. Herrera, D. C. Nielsen, and M. S. Bridges. 2015. “Early Prediction of Reading Comprehension Within the Simple View Framework.” Reading and Writing 28 (9): 1407–1425. doi:10.1007/s11145-015-9576-x.
   Web of Science ®Google Scholar
• Cirino, P. T. 2011. “The Interrelationships of Mathematical Precursors in Kindergarten.” Journal of Experimental Child Psychology 108 (4): 713–733. doi:10.1016/j.jecp.2010.11.004.
   PubMed Web of Science ®Google Scholar
• Dehaene, S., M. Piazza, P. Pinel, and L. Cohen. 2003. “Three Parietal Circuits for Number Processing.” Cognitive Neuropsychology 20 (3–6): 487–506. doi:10.1080/02643290244000239.
   PubMed Web of Science ®Google Scholar
• Duncan, G. J., C. J. Dowsett, A. Claessens, K. Magnuson, A. C. Huston, P. Klebanov, … C. Japel. 2007. “School Readiness and Later Achievement.” Developmental Psychology 43: 1428–1446. doi:10.1037/0012-1649.43.6.1428.
   PubMed Web of Science ®Google Scholar
• Durand, M., C. Hulme, R. Larkin, and M. Snowling. 2005. “The Cognitive Foundations of Reading and Arithmetic Skills in 7- to 10-Year-Olds.” Journal of Experimental Child Psychology 91 (2): 113–136. doi:10.1016/j.jecp.2005.01.003.
   PubMed Web of Science ®Google Scholar
• Elwér, Å, J. M. Keenan, R. K. Olson, B. Byrne, and S. Samuelsson. 2013. “Longitudinal Stability and Predictors of Poor Oral Comprehenders and Poor Decoders.” Journal of Experimental Child Psychology 115 (3): 497–516. doi:10.1016/j.jecp.2012.12.001.
   PubMed Web of Science ®Google Scholar
• Geary, D. C. 1993. “Mathematical Disabilities: Cognitive, Neuropsychological, and Genetic Components.” Psychological Bulletin 114 (2): 345. doi:10.1037/0033-2909.114.2.345.
   PubMed Web of Science ®Google Scholar
• Gimbert, F., É Gentaz, and K. Mazens. 2013. “Évaluation D’entraînements Multisensoriels de Préparation aux Apprentissages Numériques Chez les Enfants Scolarisés en Grande Section de Maternelle.” Approche Neuropsychologique des Apprentissages Chez L’Enfant (A.N.A.E.) 25 (123): 189–196.
   Google Scholar
• Ginsburg, H. P. 1977. Children’s Arithmetic: The Learning Process. Oxford: Van Nostrand.
   Google Scholar
• Hecht, S. A., J. K. Torgesen, R. K. Wagner, and C. A. Rashotte. 2001. “The Relations Between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: a Longitudinal Study from Second to Fifth Grades.” Journal of Experimental Child Psychology 79 (2): 192–227. doi:10.1006/jecp.2000.2586.
   PubMed Web of Science ®Google Scholar
• Hooper, S. R., J. Roberts, J. Sideris, M. Burchinal, and S. Zeisel. 2010. “Longitudinal Predictors of Reading and Math Trajectories Through Middle School for African American Versus Caucasian Students Across two Samples.” Developmental Psychology 46 (5): 1018–1029. doi:10.1037/a0018877.
   PubMed Web of Science ®Google Scholar
• Hornburg, C. B., S. A. Schmitt, and D. J. Purpura. 2018. “Relations Between Preschoolers’ Mathematical Language Understanding and Specific Numeracy Skills.” Journal of Experimental Child Psychology 176: 84–100. doi:10.1016/j.jecp.2018.07.005.
   PubMed Web of Science ®Google Scholar
• Huang, F. L., L. S. Tortorelli, and M. A. Invernizzi. 2014. “An Investigation of Factors Associated with Letter-Sound Knowledge at Kindergarten Entry.” Early Childhood Research Quarterly 29 (2): 182–192. doi:10.1016/j.ecresq.2014.02.001.
   Web of Science ®Google Scholar
• Jacquier-Roux, M., C. Lequette, G. Pouget, S. Valdois, and M. Zorman. 2010. BALE: batterie analytique du langage écrit. Groupe Cogni-Sciences, Laboratoire de Psychologie et NeuroCognition.
   Google Scholar
• Jordan, N. C., D. Kaplan, L. Nabors Olah, and M. N. Locuniak. 2006. “Number Sense Growth in Kindergarten: A Longitudinal Investigation of Children at Risk for Mathematics Difficulties.” Child Development 77 (1): 153–175. doi:10.1111/j.1467-8624.2006.00862.x.
   PubMed Web of Science ®Google Scholar
• Jordan, N. C., D. Kaplan, C. Ramineni, and M. N. Locuniak. 2009. “Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes.” Developmental Psychology 45 (3): 850–867. doi:10.1037/a0014939.
   PubMed Web of Science ®Google Scholar
• Kendeou, P., P. van den Broek, M. White, and J. Lynch. 2007. “Preschool and Early Elementary Comprehension: Skill Development and Strategy Interventions.” In Reading Comprehension Strategies: Theories, Interventions, and Technologies, edited by D. S. McNamara, 27–45. Mahwah, NJ: Erlbaum.
   Google Scholar
• Kendeou, P., P. van den Broek, M. J. White, and J. S. Lynch. 2009. “Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills.” Journal of Educational Psychology 101 (4): 765–778. doi:10.1037/a0015956.
   Web of Science ®Google Scholar
• Khomsi, A. 2001. ELO: évaluation du Langage Oral. Paris: ECPA, Les Editions du Centre de psychologie appliquée.
   Google Scholar
• Kleemans, T., E. Segers, and L. Verhoeven. 2011. “Cognitive and Linguistic Precursors to Numeracy in Kindergarten: Evidence from First and Second Language Learners.” Learning and Individual Differences 21 (5): 555–561. doi:10.1016/j.lindif.2011.07.008.
   Web of Science ®Google Scholar
• Koponen, T., K. Aunola, T. Ahonen, and J.-E. Nurmi. 2007. “Cognitive Predictors of Single-Digit and Procedural Calculation Skills and Their Covariation with Reading Skill.” Journal of Experimental Child Psychology 97 (3): 220–241. doi:10.1016/j.jecp.2007.03.001.
   PubMed Web of Science ®Google Scholar
• Krajewski, K., and W. Schneider. 2009. “Early Development of Quantity to Number–Word Linkage as a Precursor of Mathematical School Achievement and Mathematical Difficulties: Findings from a Four-Year Longitudinal Study.” Learning and Instruction 19: 513–526. doi:10.1016/j.learninstruc.2008.10.002.
   Web of Science ®Google Scholar
• Labat, H., S.-L. Farhat, S. Andreu, T. Rocher, L. Cros, A. Magnan, and J. Ecalle. 2013. “Évaluation des Connaissances Précoces Prédictives de L’apprentissage de la Lecture en Grande Section de Maternelle.” Revue Française de Pédagogie 184: 41–54. doi:10.4000/rfp.4219.
   Google Scholar
• Landerl, K., H. H. Freudenthaler, M. Heene, P. F. De Jong, A. Desrochers, G. Manolitsis, R. Parrila, and G. K. Georgiou. 2019. “Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency.” Scientific Studies of Reading 23 (3): 220–234. doi:10.1080/10888438.2018.1510936.
   Web of Science ®Google Scholar
• LeFevre, J.-A., O. Cankaya, C. Xu, and C. J. Lira. 2018. “Linguistic and Experiential Factors as Predictors of Young Children’s Early Numeracy Skills.” In Language and Culture in Mathematical Cognition, 49–72. Elsevier. doi:10.1016/B978-0-12-812574-8.00003-1
   Google Scholar
• LeFevre, J.-A., T. Clarke, and A. P. Stringer. 2002. “Influences of Language and Parental Involvement on the Development of Counting Skills: Comparisons of French- and English-Speaking Canadian Children.” Early Child Development and Care 172 (3): 283–300. doi:10.1080/03004430212127.
   Google Scholar
• LeFevre, J.-A., L. Fast, S.-L. Skwarchuk, B. L. Smith-Chant, J. Bisanz, D. Kamawar, and M. Penner-Wilger. 2010. “Pathways to Mathematics: Longitudinal Predictors of Performance.” Child Development 81 (6): 1753–1767. doi:10.1111/j.1467-8624.2010.01508.x.
   PubMed Web of Science ®Google Scholar
• LeFevre, J.-A., E. Polyzoi, S.-L. Skwarchuk, L. Fast, and C. Sowinski. 2010. “Do Home Numeracy and Literacy Practices of Greek and Canadian Parents Predict the Numeracy Skills of Kindergarten Children?” International Journal of Early Years Education 18 (1): 55–70. doi:10.1080/09669761003693926.
   Google Scholar
• Lembke, E., and A. Foegen. 2009. “Identifying Early Numeracy Indicators for Kindergarten and First-Grade Students.” Learning Disabilities Research & Practice 24: 12–20. doi:10.1111/j.1540-5826.2008.01273.x.
   Google Scholar
• Lonigan, C. J., C. Schatschneider, and L. Westberg. 2008. “Identification of Children’s Skills and Abilities Linked to Later Outcomes in Reading, Writing, and Spelling.” In Developing Early Literacy: Report of the National Early Literacy Panel, 55–106. Washington, DC: National Institute for Literacy. doi:10.1037/e548602010-001
   Google Scholar
• Lonigan, C. J., and T. Shanahan. 2008. “Executive Summary Developing Early Literacy: Report of the National Early Literacy Panel a Scientific Synthesis of Early Literacy Development and Implications for Intervention (pp. v-xii).” In Developing Early Literacy: Report of the National Early Literacy Panel, edited by National Institute for Literacy, 55–106. Washington, DC: National Institute for Literacy.
   Google Scholar
• Massonnié, J., M. Bianco, L. Lima, and P. Bressoux. 2019. “Longitudinal Predictors of Reading Comprehension in French at First Grade: Unpacking the Oral Comprehension Component of the Simple View.” Learning and Instruction 60: 166–179. doi:10.1016/j.learninstruc.2018.01.005.
   Web of Science ®Google Scholar
• MEN. 2015. Programme de l’école maternelle. Bulletin officiel spécial n° 2 du 26 mars 2015. https://cache.media.education.gouv.fr/file/MEN_SPE_2/37/8/ensel4759_arrete-annexe_prog_ecole_maternelle_403378.pdf.
   Google Scholar
• Moll, K., F. Ramus, J. Bartling, J. Bruder, S. Kunze, N. Neuhoff, … D. Tóth. 2014. “Cognitive Mechanisms Underlying Reading and Spelling Development in Five European Orthographies.” Learning and Instruction 29: 65–77. doi:10.1016/j.learninstruc.2013.09.003.
   Web of Science ®Google Scholar
• Negro, I., and S. Genelot. 2009. “Les prédicteurs en grande section maternelle de la réussite en lecture en fin de première année d'école élémentaire: l'impact du nom des lettres.” Bulletin de psychologie (3): 291–306. https://doi.org/10.3917/bupsy.501.0291.
   Google Scholar
• Oakhill, J. V., and K. Cain. 2012. “The Precursors of Reading Ability in Young Readers: Evidence from a Four-Year Longitudinal Study.” Scientific Studies of Reading 16 (2): 91–121. doi:10.1080/10888438.2010.529219.
   Web of Science ®Google Scholar
• Peereman, R., B. Lete, and L. Sprenger-Charolles. 2007. “Manulex-infra: Distributional Characteristics of Grapheme-Phoneme Mappings, and Infralexical and Lexical Units in Child-Directed Written Material.” Behavioral Research Methods 39 (3): 579–589. doi:10.3758/bf03193029.
   PubMed Web of Science ®Google Scholar
• Piasta, S. B., D. J. Purpura, and R. K. Wagner. 2010. “Fostering Alphabet Knowledge Development : A Comparison of two Instructional Approaches.” Reading and Writing 23 (6): 607–626. doi:10.1007/s11145-009-9174-x.
   PubMed Web of Science ®Google Scholar
• Porta, M. E., and G. Ramirez. 2019. “The Impact of an Early Intervention on Vocabulary, Phonological Awareness, and Letter–Sound Knowledge among Spanish-Speaking Kindergarteners.” International Journal of School & Educational Psychology, 1–15. doi:10.1080/21683603.2018.1558137.
   Google Scholar
• Praet, M., D. Titeca, A. Ceulemans, and A. Desoete. 2013. “Language in the Prediction of Arithmetics in Kindergarten and Grade 1.” Learning and Individual Differences 27: 90–96. doi:10.1016/j.lindif.2013.07.003.
   Web of Science ®Google Scholar
• Purpura, D. J., A. J. Baroody, and C. J. Lonigan. 2013. “The Transition from Informal to Formal Mathematical Knowledge: Mediation by Numeral Knowledge.” Journal of Educational Psychology 105: 453–464. doi:10.1037/a0031753.
   Web of Science ®Google Scholar
• Purpura, D. J., and C. M. Ganley. 2014. “Working Memory and Language: Skill-Specific or Domain-General Relations to Mathematics?” Journal of Experimental Child Psychology 122: 104–121. doi:10.1016/j.jecp.2013.12.009.
   PubMed Web of Science ®Google Scholar
• Purpura, D. J., L. E. Hume, D. M. Sims, and C. J. Lonigan. 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. doi:10.1016/j.jecp.2011.07.004.
   PubMed Web of Science ®Google Scholar
• Purpura, D. J., and C. J. Lonigan. 2015. “Early Numeracy Assessment: The Development of the Preschool Early Numeracy Scales.” Early Education and Development 26 (2): 286–313. doi:10.1080/10409289.2015.991084.
   PubMed Web of Science ®Google Scholar
• Purpura, D. J., and A. R. Napoli. 2015. “Early Numeracy and Literacy: Untangling the Relation Between Specific Components.” Mathematical Thinking and Learning 17: 197–218. doi:10.1016/j.jecp.2011.07.004.
   Web of Science ®Google Scholar
• Sarama, J., and D. H. Clements. 2009. Early Childhood Mathematics Education Research: Learning Trajectories for Young Children. New York, NY: Routledge. doi:10.4324/9780203883785
   Google Scholar
• Siegler, R. S., and G. B. Ramani. 2009. “Playing Linear Number Board Games - but not Circular Ones - Improves low-Income Preschoolers’ Numerical Understanding.” Journal of Educational Psychology 101: 545–560. doi:10.1037/a0014239.
   Web of Science ®Google Scholar
• Siegler, R. S., and C. Shipley. 1995. “Variation, Selection, and Cognitive Change.” In Developing Cognitive Competence: New Approaches to Process Modeling, edited by T. J. Simon and G. S. Halford, 31–76. Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Simmons, F. R., and C. Singleton. 2008. “Do Weak Phonological Representations Impact on Arithmetic Development? A Review of Research Into Arithmetic and Dyslexia.” Dyslexia 14 (2): 77–94. doi:10.1002/dys.341.
   PubMed Web of Science ®Google Scholar
• Toll, S. W. M., and J. E. H. Van Luit. 2014. “Explaining Numeracy Development in Weak Performing Kindergartners.” Journal of Experimental Child Psychology 124: 97–111. doi:10.1016/j.jecp.2014.02.001.
   PubMed Web of Science ®Google Scholar
• van den Broek, P., P. Kendeou, K. Kremer, J. S. Lynch, J. Butler, M. J. White, and E. P. Lorch. 2005. “Assessment of Comprehension Abilities in Young Children.” In Children’s Reading Comprehension and Assessment, edited by S. Stahl, and S. Paris, 107–130. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. doi:10.4324/9781410612762
   Google Scholar
• Van Nieuwenhoven, C., M. P. Noël, and J. Grégoire. 2001. TEDI-MATH, Test Diagnostique des Compétences de Base en Mathématiques. Paris, France: Les Éditions du Centre de Psychologie Appliquée.
   Google Scholar
• Wagner, R. K., and J. K. Torgesen. 1987. “The Nature of Phonological Processing and its Causal Role in the Acquisition of Reading Skills.” Psychological Bulletin 101 (2): 192. doi:10.1037/0033-2909.101.2.192.
   Web of Science ®Google Scholar
• Wagner, R. K., J. K. Torgesen, and C. A. Rashotte. 1994. “Development of Reading-Related Phonological Processing Abilities: New Evidence of Bidirectional Causality from a Latent Variable Longitudinal Study.” Developmental Psychology 30 (1): 73. doi:10.1037/0012-1649.30.1.73.
   Web of Science ®Google Scholar
• Whitehurst, G. J., and C. J. Lonigan. 1998. “Child Development and Emergent Literacy.” Child Development 69 (3): 848–872. doi:10.1111/j.1467-8624.1998.tb06247.x.
   PubMed Web of Science ®Google Scholar
• Whitehurst, G. J., and C. J. Lonigan. 2002. “Emergent Literacy: Development from Prereaders to Readers.” In Handbook of Early Literacy Research, 1, edited by S. Neuman, and D. Dickinson, 11–29. London: Guilford Press.
   Google Scholar
• Zhang, X., T. Koponen, P. Räsänen, K. Aunola, M.-K. Lerkkanen, and J.-E. Nurmi. 2014. “Linguistic and Spatial Skills Predict Early Arithmetic Development via Counting Sequence Knowledge.” Child Development 85 (3): 1091–1107. doi:10.1111/cdev.12173.
   PubMed Web of Science ®Google Scholar
• Ziegler, J. C. 2018. “Différences inter-linguistiques dans l’apprentissage de la lecture.” Langue Française 3: 35–49. doi:10.3917/lf.199.0035.
   Google Scholar