A 7-year longitudinal model of math and receptive vocabulary in primary school

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.