De samenhang tussen het niveau van de deelvaardigheden van taal en het niveau van voorbereidend rekenen bij kleuters uit groep 2 van het reguliere basisonderwijs

Abstract

Background: Several studies have found a relationship between early numeracy and language. However, few studies have looked at the relationship between early numeracy and the subskills of language. Aim: The first aim of this study is to re-investigate the relationship between the level of early numeracy and the level of language of children attending nursery school in the Netherlands. The second aim is to investigate the relationship between the level of language subskills and the level of early numeracy. Furthermore, the subskills of language are individually examined to determine which subskill is the best predictor for early numeracy. Method: The level of early numeracy was assessed with the UGT-R and the total level of language, as well as the subskills of language, was assessed with the CITO Taal voor Kleuters. Using a Pearson’s correlation test the relationship between these variables is examined. Multiple regression was used to examine which variable is the strongest predictor of early numeracy. Results: The results show a significant positive relationship between the level of early numeracy with the level of language. Significant positive relationships are also found for all the subskills of language with the level of early numeracy. The subskill phoneme and rhyme is the strongest predictor for the level of early numeracy. Conclusion: A positive relationship is found between the level of early numeracy and the level of language and the subskills of language. The subskill phoneme and rhyme is the strongest predictor for early numeracy. Due to the limitations of this study further research is needed.