ArticleFrontiers in psychology2026
A 7-year longitudinal model of math and receptive vocabulary in primary school.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Identifying early predictors of vocabulary and math skills can support children's academic development. Here, we investigated indirect longitudinal paths promoting children's math and receptive vocabulary. We aimed to understand how mother's socio-economic status and cognitive skills and children's language ability measured when children were of 3 years of age (T1) are connected to age 11 (T3) math and receptive vocabulary outcome measures through the mediating effect of the availability of home learning materials, children's executive functions and receptive vocabulary measured at age 5 (T2). Methods: We used structural equation modelling (SEM) to test our mediation model in a sample of 3,757 Chilean children (1,858 girls, 1,899 boys). Results: We found that the strongest indirect path started with early language skills predicting children's executive functions in preschool, which in turn promoted both math and vocabulary in primary school. Discussion: We discuss the theoretical and educational implications of our findings.
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