Early place-value understanding as a precursor for later arithmetic performance--a longitudinal study on numerical development.

No abstract is available for this paper.

• Publication year

  2011

• Venue

  Research in Developmental Disabilities

• Publication date

  2011-09-01

• Fields of study

  Mathematics, Medicine, Education, Psychology

• Identifiers
  DOI 10.1016/j.ridd.2011.03.012PMID 21498043
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

• Diagnostics and Intervention in Developmental Dyscalculia: Current Issues and Novel Perspectives

  2012cited by this paper
• Whorf reloaded: language effects on nonverbal number processing in first grade--a trilingual study.

  2011cited by this paper
• Extending the Mental Number Line A Review of Multi-Digit Number Processing

  2011cited by this paper
• The Importance of Number Sense to Mathematics Achievement in First and Third Grades.

  2010cited by this paper
• To carry or not to carry--is this the question? Disentangling the carry effect in multi-digit addition.

  2010cited by this paper
• The exact vs. approximate distinction in numerical cognition may not be exact, but only approximate: How different processes work together in multi-digit addition.

  2009cited by this paper
• Children's early mental number line: logarithmic or decomposed linear?

  2009cited by this paper
• Developmental dyscalculia: heterogeneity might not mean different mechanisms.

  2009cited by this paper
• Socioeconomic variation, number competence, and mathematics learning difficulties in young children.

  2009cited by this paper
• Decomposed but Parallel Processing of Two-Digit Numbers in 1st Graders

  2009cited by this paper
• Early math matters: kindergarten number competence and later mathematics outcomes.

  2009cited by this paper
• Typical and atypical development of basic numerical skills in elementary school.

  2009cited by this paper
• The predictive value of numerical magnitude comparison for individual differences in mathematics achievement.

  2009cited by this paper
• Mapping numerical magnitudes onto symbols: the numerical distance effect and individual differences in children's mathematics achievement.

  2009cited by this paper
• Sequential or parallel decomposed processing of two-digit numbers? Evidence from eye-tracking

  2009cited by this paper
• On the language specificity of basic number processing: transcoding in a language with inversion and its relation to working memory capacity.

  2009cited by this paper
• Working memory and individual differences in mathematics achievement: a longitudinal study from first grade to second grade.

  2009cited by this paper
• Basic number processing deficits in ADHD: a broad examination of elementary and complex number processing skills in 9- to 12-year-old children with ADHD-C.

  2008cited by this paper
• Impairments of the mental number line for two-digit numbers in neglect.

  2008cited by this paper
• Low working memory capacity impedes both efficiency and learning of number transcoding in children.

  2008cited by this paper
• Strategies in subtraction problem solving in children.

  2008cited by this paper
• All for one but not one for all: how multiple number representations are recruited in one numerical task.

  2008cited by this paper
• The differential influence of decades and units on multidigit number comparison

  2008cited by this paper
• Individual differences in non-verbal number acuity correlate with maths achievement

  2008cited by this paper
• Assessing and teaching children who have difficulty learning arithmetic

  2007cited by this paper
• Number development and developmental dyscalculia

  2007cited by this paper
• Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing.

  2007cited by this paper
• The role of working memory in carrying and borrowing

  2007cited by this paper
• The influence of problem features and individual differences on strategic performance in simple arithmetic

  2007cited by this paper
• The hands have it: number representations in adult deaf signers.

  2007cited by this paper
• The role of working memory in the carry operation of mental arithmetic: Number and value of the carry

  2007cited by this paper
• Number processing in posterior cortical atrophy--a neuropsycholgical case study.

  2006cited by this paper
• Does Numeracy Matter More

  2006cited by this paper
• Effects of a specific numeracy educational program in kindergarten children: A pilot study

  2005cited by this paper
• The addition of two-digit numbers: exploring carry versus no-carry problems

  2005cited by this paper
• On the Magnitude Representations of Two-Digit Numbers

  2005cited by this paper
• Kindergarten Predictors of Math Learning Disability

  2005cited by this paper
• Effects of a specific numeracy educational program in preschool children: a pilot study

  2005cited by this paper
• Endangered numeral systems

  2005cited by this paper
• Working memory as a predictor of addition skills and addition strategies in children

  2004cited by this paper
• On the perceptual generality of the unit-decade compatibility effect.

  2004cited by this paper
• Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability.

  2004cited by this paper
• ADAPT: a developmental, asemantic, and procedural model for transcoding from verbal to arabic numerals.

  2004cited by this paper
• A Cognitive Typology for Numerical Notation

  2004cited by this paper
• On the development of the mental number line: more, less, or never holistic with increasing age?

  2004cited by this paper
• Predicting Math Achievement Through Neuropsychological Interpretation of WISC-III Variance Components

  2003cited by this paper
• Evaluation of a Numeracy Intervention Program Focusing on Basic Numerical Knowledge and Conceptual Knowledge

  2003cited by this paper
• Procedural vs. direct retrieval strategies in arithmetic: A comparison between additive and multiplicative problem solving

  2002cited by this paper
• More Evidence for the Role of the Central Executive in Retrieving Arithmetic Facts – A Case Study of Severe Developmental Dyscalculia

  2002cited by this paper
• On the impact of different number representations in the number bisection task.

  2002cited by this paper
• Numeracy recovery: A pilot scheme for early intervention with young children with numeracy difficulties

  2001cited by this paper
• Decade breaks in the mental number line? Putting the tens and units back in different bins.

  2001cited by this paper
• Assessment of Children: Cognitive Applications

  2001cited by this paper
• Assessment of Working Memory in Six- and Seven-Year-Old Children.

  2000cited by this paper
• Understanding dissociations in dyscalculia: a brain imaging study of the impact of number size on the cerebral networks for exact and approximate calculation.

  2000cited by this paper
• From 834 to Eighty Thirty Four: The Reading of Arabic Numerals by Seven-year-old Children

  1997cited by this paper
• Cerebral pathways for calculation: double dissociation between rote verbal and quantitative knowledge of arithmetic.

  1997cited by this paper
• Does Numeracy Matter

  1997cited by this paper
• Training in Place-Value Concepts Improves Children's Addition Skills

  1997cited by this paper
• A representational analysis of numeration systems.

  1995cited by this paper
• Comparisons of Children's Cognitive Representation of Number: China, France, Japan, Korea, Sweden, and the United States

  1994cited by this paper
• Number Transcoding in Children - a Functional-analysis

  1994cited by this paper
• Cognitive mechanisms in numerical processing: evidence from acquired dyscalculia.

  1992cited by this paper
• The dictation of Italian numerals

  1990cited by this paper
• A componential analysis of an early learning deficit in mathematics.

  1990cited by this paper
• Comparisons of U.S. and Japanese first graders' cognitive representation of number and understanding of place value.

  1989cited by this paper
• Mathematics achievement as a function of language

  1987cited by this paper
• From one to 1: an analysis of a transcoding process by means of neuropsychological data.

  1982cited by this paper
• A Simple Sequentially Rejective Multiple Test Procedure

  1979cited by this paper
• Human memory and the medial temporal region of the brain.

  1972cited by this paper
• Time required for Judgements of Numerical Inequality

  1967cited by this paper
• Journal of Child Psychology and Psychiatry 46:1 (2005), pp 3–18 doi: 10.1111/j.1469-7610.2005.00374.x The development of arithmetical abilities

  year unknowncited by this paper

• Can adults automatically process and translate between numerical representations?

  2025cites this paper
• Individual characteristics associated with elementary school children's mathematical word problem‐solving skills: A systematic review and meta‐analysis

  2025cites this paper
• Stability of early number sense competencies for predicting mathematics difficulties

  2025cites this paper
• Inferior frontal gyrus is responsible for cognitive control during two-digit number processing: fNIRS evidence from magnitude comparison task

  2025cites this paper
• Early cognitive predictors of language, literacy, and mathematics outcomes in the primary grades

  2025cites this paper
• How the inversion property in number-naming impedes mathematical performance, potential interventions to minimize its impact

  2025cites this paper
• The development of number reading: Fifth-grade children show adult-like visual analysis of digit strings.

  2025cites this paper
• Low literacy skills in adults can be largely explained by basic linguistic and domain-general predictors

  2024cites this paper
• From one-half to 12th: Fraction writing in children and adult education students

  2024cites this paper
• Zwanzigeins

  2024cites this paper
• Exploring the linguistic complexity of third-grade numerical literacy

  2024cites this paper
• Place Value and Regrouping as Helpful Constructs to Diagnose Difficulties in Understanding the Place Value System

  2024cites this paper
• Smart Errors in Learning Multidigit Number Meanings

  2024cites this paper
• Teachers in the Loop: Integrating Computational Thinking and Mathematics to Build Early Place Value Understanding

  2024cites this paper
• Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation

  2023cites this paper
• Arithmetic thinking as the basis of children's generative number concepts

  2023cites this paper
• HABILIDADES COGNITIVAS PREDITORAS DO DESEMPENHO ARITMÉTICO DE CRIANÇAS DE 3º E 4º ANOS DO ENSINO FUNDAMENTAL

  2023cites this paper
• “Interstellar Wanderers:” Digital Support for Teaching Place Value Within the Activity Approach Framework

  2023cites this paper
• Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis

  2023cites this paper
• Top-Down Number Reading: Language Affects the Visual Identification of Digit Strings

  2023cites this paper
• Visual-orthographic skills predict the covariance of Chinese word reading and arithmetic calculation

  2023cites this paper
• Predictive relations between early place value understanding and multidigit calculation: approximate versus syntactic measures

  2023cites this paper
• COGNITIVE SKILLS AS PREDICTORS OF ARITHMETIC ACHIEVEMENT OF 3th AND 4th GRADERS

  2023cites this paper
• Multiple number-naming associations: How the inversion property affects adults’ two-digit number processing

  2023cites this paper
• Fraction Knowledge in Adults With Persistent Mathematics Difficulties

  2023cites this paper
• Transcoding of French numbers for first- and second-language learners in third grade

  2023cites this paper
• The impact of phonological processing on number transcoding

  2023cites this paper
• The plural counts: Inconsistent grammatical number hinders numerical development in preschoolers - A cross-linguistic study.

  2023cites this paper
• The relevance of basic numerical skills for fraction processing: Evidence from cross-sectional data

  2023cites this paper
• The structure of the notation system in adults’ number line estimation: An eye-tracking study

  2022cites this paper
• T HE E FFECT OF THE I NTEGRATED M ATHEMATICS L ESSONS WITH C HILDREN ’ S L ITERATURE ON THE F IFTH G RADE S TUDENTS ’ P LACE V ALUE NDERSTANDING

  2022influential citation
• Cognitive skills as predictors of elementary students’ understanding of arithmetic concepts

  2022cites this paper
• Using Game-Based Learning in Place Value Teaching in Primary School: A Mixed-Method Study

  2022cites this paper
• Does Conceptual Transparency in Manipulatives Afford Place-Value Understanding in Children at Risk for Mathematics Learning Disabilities?

  2022cites this paper
• Visual Occipito-Temporal N1 Sensitivity to Digits Across Elementary School

  2022cites this paper
• Improving Numeracy Skills in First Graders with Low Performance in Early Numeracy: A Randomized Controlled Trial

  2022cites this paper
• Transcoding counts: Longitudinal contribution of number writing to arithmetic in different languages.

  2022cites this paper
• A Network Analysis of Children’s Emerging Place-Value Concepts

  2022cites this paper
• Editorial: Processing Symbolic Numerical Information and Its Implications for Mathematics Learning

  2022cites this paper
• The effects of mental abacus expertise on working memory, mental representations and calculation strategies used for two-digit Hindu-Arabic numbers

  2022cites this paper
• Teaching Whole Number Addition and Subtraction to Students With Learning Disabilities

  2022cites this paper
• The Tools of Enculturation

  2022cites this paper
• Language does arithmetic: linguistic differences in children’s place-value processing

  2022cites this paper
• Place Value Understanding Explains Individual Differences in Writing Numbers in Second and Third Graders But Goes Beyond

  2022cites this paper
• The development of place value concepts: Approximation before principles.

  2022cites this paper
• Examining First-Graders’ Developing Understanding of Place Value via Base-Ten Virtual Manipulatives

  2021cites this paper
• Automatic processing of place-value in kindergarteners

  2021cites this paper
• Verbal count sequence knowledge underpins numeral order processing in children.

  2021cites this paper
• Language effects in early development of number writing and reading

  2021cites this paper
• Reactive and proactive cognitive control as underlying processes of number processing in children.

  2021cites this paper
• İlkokul 4. sınıf öğrencilerinin basamak değeri kavramına yönelik yaptıkları hata türlerinin incelenmesi

  2021cites this paper
• The Effect of the Integrated Mathematics Lessons with Children’s Literature on the Fifth Grade Students’ Place Value Understanding

  2021cites this paper
• Transcoding Errors of Two-Digit Numbers From Arabic Digits Into Verbal Numbers and From Verbal Numbers Into Arabic Digits by Arab First Graders

  2021cites this paper
• Visual occipito-temporal sensitivity to digits through elementary school

  2021cites this paper
• Early bilingual immersion school program and cognitive development in French-speaking children: Effect of the second language learned (English vs. Dutch) and exposition duration (2 vs. 5 years)

  2021cites this paper
• Performance of second-grade elementary school students on counting, place value understanding, and addition operation in natural numbers

  2021influential citation
• Developmental fronto-parietal shift of brain activation during mental arithmetic across the lifespan: A registered report protocol

  2021cites this paper
• The Effectiveness of “Kantong Bilangan” Media Improving The Ability to Recognize Value of Place for Children With Discalculia

  2021cites this paper
• Early neurocognitive development of dyscalculia

  2021cites this paper
• Misconceptions and Associated Errors in the Learning of Mathematics Place Value in South African Primary Schools: A Literature Review

  2021cites this paper
• Disentangling the relationship between mathematical learning disability and second-language acquisition

  2021cites this paper
• Investigation of Types of Errors Made by Primary School 4th Grade Students Regarding the Concept of Place Value

  2021cites this paper
• Reading and writing words and numbers: Similarities, differences, and implications

  2021cites this paper
• Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach.

  2021cites this paper
• Number Line Estimations, Place Value Understanding and Mathematics Achievement

  2021cites this paper
• Acalculia in Parkinson's Disease? A registered report

  2021cites this paper
• Teaching Place Value to Students With Learning Disabilities in Mathematics

  2021cites this paper
• Syntactic priming reveals an explicit syntactic representation of multi-digit verbal numbers.

  2020cites this paper
• Mathematical Difficulties vs. High Achievement: An Analysis of Arithmetical Cognition in Elementary School

  2020cites this paper
• Developmental Dyscalculia: Nosological Status and Cognitive Underpinnings

  2020cites this paper
• Validation of an Early Numeracy Screener for First Graders

  2020cites this paper
• Universal Screening in Mathematics for Spanish Students in First Grade

  2020cites this paper
• Confirmatory factor analysis of the indicators of basic early math skills

  2020cites this paper
• Schulische Fertigkeiten: Rechnen – Wer rechnen kann, ist klar im Vorteil

  2020cites this paper
• Time Reading in Middle and Secondary School Students: The Influence of Basic-Numerical Abilities

  2020cites this paper
• A gifted SNARC? Directional spatial–numerical associations in gifted children with high-level math skills do not differ from controls

  2020cites this paper
• Forty-Two or Two-and-Forty: Learning Maths in Different Languages

  2020cites this paper
• Neurofunctional plasticity in fraction learning: An fMRI training study.

  2020cites this paper
• Number line estimation and standardized test performance: The left digit effect does not predict SAT math score

  2020cites this paper
• Twenty-four or four-and-twenty: Language modulates cross-modal matching for multidigit numbers in children and adults.

  2020cites this paper
• Abacus computing tool: From history to application in mathematical education

  2020cites this paper
• Arabic number writing in children with developmental dyslexia

  2020cites this paper
• Two-digit number writing and arithmetic in Year 1 children: Does number word inversion matter?

  2020influential citation
• Measuring spontaneous and automatic processing of magnitude and parity information of Arabic digits by frequency-tagging EEG

  2020cites this paper
• Fehler als arithmetische Lernhürden und -chancen

  2020cites this paper
• A meta-analytic synthesis of early numeracy interventions for low-performing young children

  2020cites this paper
• Confirmatory factor analysis of the indicators of basic early math skills

  2020influential citation
• Place-value computation in children with mathematics difficulties.

  2019cites this paper
• Development of a Sustainable Place Value Understanding

  2019cites this paper
• Individual differences influence two-digit number processing, but not their analog magnitude processing: a large-scale online study

  2019cites this paper
• Spontaneous and automatic processing of magnitude and parity information of Arabic digits: A frequency-tagging EEG study

  2019cites this paper
• Influences of basic numerical abilities on graph reading performance

  2019cites this paper
• Improving place value ability for children with learning disability using balok pelangi ienes as Media

  2019cites this paper
• What Parents Bring to the Table: Maternal Behaviors in a Grocery Game and First Graders’ Literacy and Math Skills in a Low-Income Sample

  2019cites this paper
• Developing the Understanding of Place-Value in Primary Students

  2019cites this paper
• Direct and Indirect Paths From Linguistic Skills to Arithmetic School Performance

  2019cites this paper
• Reading and Math Tests Differentially Predict Number Transcoding and Number Fact Speed Longitudinally: A Random Intercept Cross-Lagged Panel Approach

  2019cites this paper
• Neurocognitive Perspective on Numerical Development

  2019cites this paper
• English and Chinese Children’s Performance on Numerical Tasks

  2019cites this paper
• The relationship between place value understanding, arithmetic performance and mathematics achievement in general

  2019influential citation