Evidence map›Paper›PMID 27875931›Full record

ReviewThe Clinical neuropsychologist2017

Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention.

Kimberly P Raghubar, Marcia A Barnes

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in The Clinical neuropsychologist, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
13citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

13 citing papers in PubMed, 1 synthesis or guideline pooled it.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Kimberly P Raghubara Department of Pediatrics, Baylor College of Medicine and Psychology Service , Texas Children's Hospital , Houston , TX , USA.
Marcia A Barnesb Department of Special Education, and the Meadows Center for Preventing Educational Risk , The University of Texas at Austin , Austin , TX , USA.

Funding

SUBJECT RECRUITMENT AND EVALUATION COREP01HD035946 · NICHD · UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON · PI FLETCHER, JACK M · 1998 to 2009
$10.8M
Longitudinal Effects of Spina Bifida on LearningR01HD046609 · NICHD · UNIVERSITY OF TEXAS HLTH SCI CTR HOUSTON · PI LANDRY, SUSAN · 2005 to 2009
$2.0M
NICHD NIH HHS P01 HD035946NICHD NIH HHS R01 HD046609
6 · The paper itself

Abstract

objectivesThe goals are to (1) provide a review of the typical and atypical development of early numeracy; (2) present what is known about the neurocognitive underpinnings of early numeracy; and (3) discuss the implications for early assessment and intervention.

methodStudies on the development of typical and atypical early numeracy are reviewed with a particular focus on longitudinal findings including those from our work on spina bifida myelomeningocele. Implications of this research for assessment are presented. The paper ends with a discussion of early math interventions.

resultsLearning to count, identify numbers, and compare and manipulate quantities are key early numeracy skills. These are powerful predictors of school-age mathematical learning and performance. General neurocognitive abilities such as working memory and language, are also important for the development of early numeracy. It is recommended that early assessment for risk of mathematical learning difficulties include tests of both early number knowledge and key neurocognitive abilities. Math-specific interventions are most effective for improving early numeracy. There is currently little evidence that training of general cognitive functions transfers to mathematical learning.

conclusionUnderstanding the development of early numeracy skills and their neurocognitive predictors offer important insights into early assessment and intervention for children at risk for or with mathematical learning difficulties.

Indexed as

Child, PreschoolCognitionEducational StatusFemaleHumansMaleMathematicsMemory, Short-TermNeuropsychological TestsReadingearly numeracylanguagemathPreschoolworking memory

Identifiers

PMID27875931
PMCPMC6208324

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.