Longitudinal interrelations between vocabulary, grammar, reading and mathematical achievement among second language learners in elementary school

Abstract

Weak language skills in the language of instruction are assumed to be a key factor in contributing to the lower mathematics competencies of second language learners. However, the longitudinal contribution of specific language skills, such as reading comprehension and vocabulary knowledge to the acquisition of mathematics competencies is not clear. This study examined the longitudinal relations between vocabulary knowledge, grammar proficiency, reading comprehension, and mathematics competencies of second language learners using a sample of 370 third-grade students from immigrant families. The results from a cross-lagged panel model with three time-points show that general vocabulary knowledge predicted mathematics performance (word problem solving and subject-specific vocabulary) after controlling for general cognitive abilities and preliminary skills. Additionally, grammar proficiency predicted significantly subject-specific vocabulary. None of the included language skills were associated with later arithmetic skills. A reciprocal lagged correlation was found between general vocabulary knowledge and subject-specific vocabulary. Moreover, findings suggest that changes in language skills were significantly correlated with changes in mathematical word problem solving and subject-specific vocabulary.