FoNS-medvetna barn känner igen talens symboler, vet vad de heter och vad de betyder (Malofeeva et al., 2004). De kan identifiera en specifik talsymbol i en samling symboler och ange talet när dess symbol visas (Clarke & Shinn, 2004; Gersten et al., 2005; Van de Rijt et al., 1999; Yang & Li, 2008). De kan också skriva talens symboler. Barn som har svårt att känna igen tal tenderar att få problem med matematiken längre fram i livet (Lembke & Foegen, 2009), särskilt när det gäller subitisering (att direkt uppfatta ett mindre antal utan att behöva räkna) (Koontz & Berch, 1996; Stock et al., 2010). Barn som har lärt sig att känna igen tal och deras symboler har visat sig vara bättre på att hantera aritmetik med flersiffriga tal än de som inte utvecklat denna förmåga (Desoete et al., 2012; Krajewski & Schneider, 2009). Kunskaper om talsymbolerna kan bättre förutsäga om ett barn kommer att bli framgångsrikt inom matematik än både allmänna intelligenstest eller tidiga provresultat (Geary et al., 2009), effekter som kvarstår så sent som i tonåren (Geary et al., 2013).
Referenser:
Clarke, B., & Shinn, M. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33(2), 234-248.
Desoete, A., Ceulemans, A., De Weerdt, F., & Pieters, S. (2012). Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study. British Journal of Educational Psychology, 82(1), 64-81.
Geary, D. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22(1), 23-27.
Geary, D. Bailey, D., & Hoard, M. (2009). Predicting mathematical achievement and mathematical learning disability with a simple screening tool. Journal of Psychoeducational Assessment, 27(3), 265-279.
Gersten, R., Jordan, N., & Flojo, J. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 293-304.
Krajewski, K., & Schneider, W. (2009). Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513-526.
Koontz K. & Berch D. (1996) Identifying simple numerical stimuli: Processing inefficiencies exhibited by arithmetic learning disabled children. Mathematical Cognition 2, 1-23.
Lembke, E., & Foegen, A. (2009). Identifying early numeracy indicators for kindergarten and first-grade students. Learning Disabilities Research & Practice, 24(1), 12-20.
Malofeeva, E., Day, J., Saco, X., Young, L., & Ciancio, D. (2004). Construction and evaluation of a number sense test with Head Start children. Journal of Educational Psychology, 96(4), 648-659.
Stock, P., Desoete, A., & Roeyers, H. (2010). Detecting children with arithmetic disabilities from kindergarten: Evidence from a 3-year longitudinal study on the role of preparatory arithmetic abilities. Journal of Learning Disabilities, 43(3), 250-268.
Van de Rijt, B., Van Luit, J., & Pennings, A. (1999). The construction of the Utrecht early mathematical competence scale. Educational and Psychological Measurement, 59(2), 289-309.
Yang, D.-C., & Li, M.-N. (2008). An investigation of 3rd-grade Taiwanese students' performance in number sense. Educational Studies, 34(5), 443 - 455