How important is the regularity of a number naming system when young children are learning to count? Three- and four-year-old English- and Turkish-speaking children (N=. 75) played one of two versions of a board game. The number game involved counting and naming numbers from 1 to 20 whereas the color game involved naming colors. All of the Turkish-speaking children in the number game condition showed some improvement in their rote counting skills whereas almost half of the English-speaking children did not. Despite the advantage of the regular number naming system, however, the Turkish-speaking children had lower scores than the English-speaking children on other early numeracy tasks. These results support the view that both the characteristics of the number language and factors such as children's numeracy-related experiences must be considered when comparing children's early numeracy skills across language groups.

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Keywords Board games, Counting, Early numeracy, Language, Learning, Number naming system
Persistent URL dx.doi.org/10.1016/j.lindif.2014.03.016
Journal Learning and Individual Differences
Citation
Cankaya, O, LeFevre, J.-A, & Dunbar, K. (Kristina). (2014). The role of number naming systems and numeracy experiences in children's rote counting: Evidence from Turkish and Canadian children. Learning and Individual Differences, 32, 238–245. doi:10.1016/j.lindif.2014.03.016