A dimensional approach in investigating early cognitive predictors of language, reading, and mathematical achievements

Early predictors of language, reading, and mathematics are typically examined independently of each other to explain later outcomes in their own respective domain. In this study, we propose a dimensional approach in investigating early cognitive predictors across domains that could indicate future academic skills across domains using longitudinal data from students in kindergarten to second grade. Precursors of language, literacy, and numeracy were measured in kindergarten children and report card grades in language, reading, and mathematics were collected in first and second grade. Results revealed that kindergarten language and literacy skills, but not numeracy precursors, were independent longitudinal predictors across the academic domains of language, reading, and mathematics. Interestingly, kindergarten arithmetic skills loaded with early language precursors and number naming with literacy precursors. Early language predictors were consistently related to initial Grade 1 grades and later growth in Grade 2. Initial grades across domains were also predicted by literacy precursors, but their role diminished with growth. Overall, results support the overlapping relationships between language, reading, and mathematics. We advocate for a need to screen children early using cognitive predictors that span across domains. Response to intervention may have a great impact when started earlier.