Browsing by Author "Di Lonardo Burr, Sabrina M."

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    The Intersections of the Home Literacy and Home Numeracy Environments in Different Countries and Contexts
    (Springer, 2025) Di Lonardo Burr, Sabrina M.; Xu, Chang; Susperreguy Jorquera, María Inés; Skwarchuk, Sheri-Lynn; LeFevre, Jo-Anne
    In this chapter, we explore the intersection between home literacy and home numeracy environments across contexts. First, we present empirically-based models of these two environments, exposing the literature imbalance which has focused predominantly on home literacy, and the complexities associated with the operationalization of these environments. Second, we compare findings about the relation between each of these environments and children’s developing literacy and mathematics skills. We highlight the need for more longitudinal studies to provide evidence for the persistent relations between the home learning environment and children’s academic achievement as well as the need for rigorous intervention studies to determine causal effects of these environments. Finally, we discuss the complex role of culture in shaping home literacy and numeracy environments, exploring global patterns of similarity and difference, and detailing the challenges of researching the home environments of diverse groups.
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    The role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students
    (2024) Susperreguy Jorquera, María Inés; Di Lonardo Burr, Sabrina M.; Xu, Chang ; Douglas, Heather P.; Bourque, Taeko; Río, M. Francisca del; Viviana, Salinas; LeFevre, Jo-Anne
    Does mathematical vocabulary predict the change in students’ performance on mathematical tasks from one academic year to the next? Chilean Spanish-speaking students (N = 87) completed measures of mathematical vocabulary, mathematical skills (i.e., arithmetic fluency, calculation, and applied problems), receptive vocabulary, and working memory in Grade 2 (T1, Mage = 7:11 years:months, SD = 0:5, 46% girls). One year later (T2) they completed the same mathematical measures. Concurrent relations were found between mathematical vocabulary and the three mathematical skills at both time points. Together, general and mathematical vocabulary at T1 explained significant unique variance in the change in applied problems and calculation from T1 to T2. For calculation however, only mathematical vocabulary predicted significant unique variance in the change from T1 to T2. Change in arithmetic fluency was only predicted by working memory. These results address the roles of general and mathematical vocabulary in students’ mathematical development in elementary school.
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    Walking another pathway: The inclusion of patterning in the pathways to mathematics model
    (Elsevier Science Inc., 2022) Di Lonardo Burr, Sabrina M.; Xu, Chang; Douglas, Heather; LeFevre, Jo-Anne; Susperreguy Jorquera, María Inés
    According to the Pathways to Mathematics model [LeFevre et al. (2010), Child Development, Vol. 81, pp. 1753-1767], children's cognitive skills in three domains-linguistic, attentional, and quantitative-predict concurrent and future mathematics achievement. We extended this model to include an additional cognitive skill, patterning, as measured by a non-numeric repeating patterning task. Chilean children who attended schools of low or high socioeconomic status (N = 98; 54% girls) completed cognitive measures in kindergarten (M-age = 71 months) and numeracy and mathematics outcomes 1 year later in Grade 1. Patterning and the original three pathways were correlated with the outcomes. Using Bayesian regressions, after including the original pathways and mother's education, we found that patterning skills predicted additional variability in applied problem solving and arithmetic fluency, but not number ordering, in Grade 1. Similarly, patterning skills were included in the best model for applied problem solving and arithmetic fluency, but not for number ordering, in Grade 1. In accord with the hypotheses of the original Pathways to Mathematics model, patterning varied in its unique and relative contributions to later mathematical performance, depending on the demands of the tasks. We conclude that patterning is a useful addition to the Pathways to Mathematics model, providing further insights into the range of cognitive precursors that are related to children's mathematical development.