Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid… Click to show full abstract
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological awareness) and domain-general abilities (working memory, vigilance, executive attention, and nonverbal IQ) were assessed in 493 children at the beginning of pre-K, to better understand how each uniquely contributes to risk for math difficulties (MD), and comorbid math and reading difficulties (MDRD). At the end of pre-K, standardized math and reading tests were used to form three risk groups (MD, MDRD, not-at-risk) with two severity cut points for math and reading (≤25th, ≤16th percentiles). Discriminant function analysis was used to determine whether and in what ways the groups differed on the cognitive variables. Both MD and MDRD-risk groups differentiated from the not-at-risk group on all variables except for ANS acuity, a finding that was convergent across severity cut points. The only significant contrast for ANS acuity emerged between the most severe MD only group and the not-at-risk group. Only vigilance or sustained attention supported the differentiation of MD risk from MDRD risk. Consistent with school-age studies of comorbidity, MDRD risk was also associated with the lowest levels of math and cognitive skills in this pre-kindergarten sample. Results reveal a potential specific role for sustained attention as an early risk factor for comorbid MDRD, a severe form of learning disability. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
               
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