Krajewski, KristinKristinKrajewskiSchneider, WolfgangWolfgangSchneider2023-06-122014-09-112023-06-122009http://nbn-resolving.de/urn:nbn:de:hebis:26-opus-110904https://jlupub.ub.uni-giessen.de/handle/jlupub/16645http://dx.doi.org/10.22029/jlupub-16023This longitudinal study explored the importance of kindergarten measures of phonological awareness, working memory, and quantity-number competencies (QNC) for predicting mathematical school achievement in third graders (mean age 8;8 years). It was found that the impact of phonological awareness and visual-spatial working memory, assessed at five years of age, was mediated by early QNC, which predicted math achievement in third grade. Importantly, and confirming our isolated number-words hypothesis, phonological awareness had no impact on higher numerical competencies (i.e., when number words had to be linked with quantities; QNC Level II and above), but predicted basic numerical competencies (i.e., when number words were isolated from quantities; QNC Level I), which explained the moderate relationship between early literacy development and the development of mathematical competencies.enIn Copyrightddc:370