Executive function, math, and spatial skills in English learners and English speakers

The aim of this study was to assess the relations between English Learner (EL) status and preschool math (i.e., numeracy and math language) and spatial skills, and to explore whether the strength of any relations are impacted by level of executive function (EF). Participants were 242 preschoolers from two Midwestern states in the United States (M = 52.01 months, SD = 6.78; 50 % female). All children came from families with low incomes, and 20 % of the sample were Spanish-speaking ELs. Negative associations between EL status and early skills were found on measures of cardinality, numeral identification, and broad numeracy, but not spatial skills. Furthermore, the negative relation between EL status and numeracy was moderated by indicators of EF, such that the negative relation between EL status and early numeracy was present for children with higher EF, but not lower. Findings have implications for future research focused on designing early childhood instruction and intervention for ELs.