Developmental pathways to reading and math: The role of attentional and behavioral control

Abstract

The present longitudinal study investigated the unique direct and indirect contributions of two aspects of self-regulation - attentional and behavioral control - to the developmental trajectories of early reading and math. Eighty Dutch children were assessed on phonological awareness, early numeracy, and multiple direct measures of self-regulation in kindergarten, and decoding and mathematics proficiency in first grade. Path analyses showed that attentional and behavioral control both uniquely predicted phonological awareness and early numeracy in kindergarten, but that effects became more specific in first grade: Decoding was best predicted by attentional control, while behavioral control accounted for the most variance in math. Moreover, path analysis showed that the pathway from attentional control to decoding was mediated by phonological awareness, while behavioral control remained to have a significant direct effect on math in first grade. These results suggest that while self-regulation has a gradual influence on reading development - via phonological awareness - it continues to contribute directly to the development of mathematics in first grade. In addition, attentional and behavioral control seem to play specific roles for each developing skill. Awareness of the differential importance of attentional and behavioral control for early reading and math skills may contribute to improved and more targeted educational practice for children struggling with the acquisition of early reading or mathematics.