Open AccessThe Relationship Between Mathematical Abilities and Phonological Awareness Skills in Greek Students
Author(s) -
Anastasia Kourti,
Warmington Warmington
Publication year - 2021
Publication title -
developmental and adolescent health/anaptyxiakī and efīvikī ygeia
Language(s) - English
Resource type - Journals
eISSN - 2732-8376
pISSN - 2654-1858
DOI - 10.54088/klgu85tis
Subject(s) - phonological awareness , psychology , reading (process) , grapheme , correlation , cognitive psychology , phonology , developmental psychology , mathematics education , linguistics , mathematics , philosophy , graphene , physics , geometry , quantum mechanics
Background: Research indicates that phonological awareness is correlated to mathematical abilities. There are, however, little evidence in Greek language. Purpose: The purpose of this research is to identify whether there is a relationship between phonological awareness (PA) and mathematical skills in monolingual Greek 1st Graders. Although Greek language differs from English in morphology and phoneme-grapheme correspondence, similar findings are expected as in international literature. Method: The present study assessed 45 children, students of 1st Grade in non-verbal IQ, reading, Rapid Automatized Naming (RAN), Phonological Awareness (PA) and mathematical skills. Results and conclusions: Correlation analysis showed that there is a significant correlate between mathematical abilities and PA, and RAN. In addition, mathematical skills correlate to reading abilities and age of the participant. Regression analysis also revealed a correlation between mathematical abilities and PA, and RAN.