Home activities and cognitive skills in relation to early literacy and numeracy: testing a multifactorial model in preschoolers

Abstract The aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors early literacy numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in study. battery included a home questionnaire, measures phonological visuo-spatial working memory, tasks tapping response inhibition, (vocabulary, awareness, letter knowledge) (magnitude comparison, number structural equation model indicated that verbal memory and, lesser extent, inhibition represented predictors, whereas activities explained additional variance only for Implications parents educators are discussed.