Supplementary materials [researchData] to "Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners"

Cook, Madison A.; Smolkowski, Keith; Shanley, Lina; Hermida, Joanna; Linan-Thompson, Sylvia; Doabler, Christian T.; Clarke, Ben

Research Data Code

Supplementary materials [researchData] to "Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners"

Author(s) / Creator(s)

Cook, Madison A.

Smolkowski, Keith

Shanley, Lina

Hermida, Joanna

Linan-Thompson, Sylvia

Doabler, Christian T.

Clarke, Ben

Abstract / Description

Supplementary materials [researchData] to: Cook, M. A., Smolkowski, K., Shanley, L., Hermida, J., Linan-Thompson, S., Doabler, C. T., & Clarke, B. (2024). Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners. Journal of Numerical Cognition, 10, Article e11635. https://doi.org/10.5964/jnc.11635

Keyword(s)

intervention mathematics cognition emergent bilingual working memory phonological memory educational assessment

Persistent Identifier

https://doi.org/10.23668/psycharchives.14401

Date of first publication

2024-04-10

Publisher

PsychOpen GOLD

Is referenced by

https://doi.org/10.5964/jnc.11635

Citation

Cook, M. A., Smolkowski, K., Shanley, L., Hermida, J., Linan-Thompson, S., Doabler, C. T., & Clarke, B. (2024). Supplementary materials [researchData] to "Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners" [Research data and analysis code]. PsychOpen GOLD. https://doi.org/10.23668/psycharchives.14401

11635-Data Set-118575-1-18-20240409.csv

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MD5 : 4ce63af1aa5a3c96626076af0a128540

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Code_PN_CDR_CTOPP_PMC.sas

Unknown - 41.83KB

MD5 : 79b4ae80ec76f810915ec2ee28ff4250

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Code_PN_Main.sas

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MD5 : 215790c9bf4eecb6b5da7c9ac8d11656

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Data_ELCogMod.xlsx

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MD5 : 176533d381c42aa89a6214f8343e59f1

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Description: Data (original)
Data_ELCogMod.pdf

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MD5 : 02040118ac360863d344f63b2a4b5169

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Description: Data (converted)
Data_ELCogMod_Flat.sas7bdat

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Data_ELCogMod_Flat.sav

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MD5 : 7863b54f04540d8ae962654dfb608a48

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Data_ELCogMod_Stacked.sas7bdat

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Data_ELCogMod_Stacked.sav

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Data_ELCognitiveModeration.pdf

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README.pdf

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Is related to

Article Version of Record
Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners

Smolkowski, Keith & Cook, Madison A. & Shanley, Lina & Hermida, Joanna & Linan-Thompson, Sylvia & Doabler, Christian T. & Clarke, Ben, 2024-04-17, PsychOpen GOLD

This study explores how kindergarten students from a multilingual sample (n = 131) representing 23 different languages differ in response to intervention, based on their skill in mathematics and domain general cognitive skills. Analyses for this study indicate significant correlations between initial math skill, phonological memory, working memory, and language proficiency. There was no statistically significant relationship demonstrated between gains in mathematics and phonological memory, working memory, and language proficiency. No moderation effect was found between domain general skills and response to math intervention. Implications of this work will inform development and delivery of math interventions for multilingual students in kindergarten.

There are no other versions of this object.

Author(s) / Creator(s)

Cook, Madison A.
Author(s) / Creator(s)

Smolkowski, Keith
Author(s) / Creator(s)

Shanley, Lina
Author(s) / Creator(s)

Hermida, Joanna
Author(s) / Creator(s)

Linan-Thompson, Sylvia
Author(s) / Creator(s)

Doabler, Christian T.
Author(s) / Creator(s)

Clarke, Ben
PsychArchives acquisition timestamp

2024-04-10T13:52:01Z
Made available on

2024-04-10T13:52:01Z
Date of first publication

2024-04-10
Abstract / Description

Supplementary materials [researchData] to: Cook, M. A., Smolkowski, K., Shanley, L., Hermida, J., Linan-Thompson, S., Doabler, C. T., & Clarke, B. (2024). Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners. Journal of Numerical Cognition, 10, Article e11635. https://doi.org/10.5964/jnc.11635

en
Review status

unknown
Table of contents

The Supplementary Materials contain, among other things, the data analyzed for this manuscript (Data_ELCogMod), the SAS code used for the analysis of main effects (Code_PN_Main.sas) and the SAS code used for the analysis of moderation effects by the CTOPP PMC (Code_PN_CDR_CTOPP_PMC.sas).
Citation

Cook, M. A., Smolkowski, K., Shanley, L., Hermida, J., Linan-Thompson, S., Doabler, C. T., & Clarke, B. (2024). Supplementary materials [researchData] to "Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners" [Research data and analysis code]. PsychOpen GOLD. https://doi.org/10.23668/psycharchives.14401
Persistent Identifier

https://hdl.handle.net/20.500.12034/9857
Persistent Identifier

https://doi.org/10.23668/psycharchives.14401
Language of content

eng
Publisher

PsychOpen GOLD
Is referenced by

https://doi.org/10.5964/jnc.11635
Is related to

https://hdl.handle.net/20.500.12034/10768
Keyword(s)

intervention
Keyword(s)

mathematics
Keyword(s)

cognition
Keyword(s)

emergent bilingual
Keyword(s)

working memory
Keyword(s)

phonological memory
Keyword(s)

educational assessment
Dewey Decimal Classification number(s)

150
Title

Supplementary materials [researchData] to "Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners"

en
DRO type

researchData
DRO type

code