Abstract
On average, preschoolers from lower-income households perform worse on symbolic numerical tasks than preschoolers from middle- and upper-income households. Although many recent studies have developed and tested mathematics interventions for low-income preschoolers, the variability within this population has received less attention. The goal of the current study was to describe the variability in low-income children's math skills using a person-centered analysis. We conducted a latent profile analysis on six measures of preschoolers' (N = 115, mean age = 4.6 years) numerical abilities (nonsymbolic magnitude comparison, verbal counting, object counting, cardinality, numeral identification, and symbolic magnitude comparison). The results showed different patterns of strengths and weaknesses and revealed four profiles of numerical skills: (a) poor math abilities on all numerical measures (n = 13), (b) strong math abilities on all numerical measures (n = 41), (c) moderate abilities on all numerical measures (n = 35), and (d) strong counting and numeral skills but poor magnitude skills (n = 26). Children's age, working memory, and inhibitory control significantly predicted their profile membership. We found evidence of quantitative and qualitative differences between profiles, such that some profiles were higher performing across tasks than others, but the overall patterns of performance varied across the different numerical skills assessed.