Early place-value understanding as a precursor for later arithmetic performance--a longitudinal study on numerical development.

Leung et al. (2011) followed the same kids from first to third grade.

They checked if place-value skill in first grade forecast later addition scores.

Kids who understood place value early scored higher on third-grade addition tests.

The link stayed strong even two years later.

MacFarland et al. (2025) widen the lens. They show kindergarten symbolic comparison and working memory flag later math disability risk even earlier.

Titeca et al. (2014) extend the idea to autism. Preschool verbal subitizing and counting predict first-grade math success in kids with ASD.

Patterson et al. (2025) flip the coin from prediction to teaching. They prove first graders need explicit place-value lessons plus composite training to use decomposition strategies.

Screen place value in first grade. One quick probe tells you who may struggle with multi-digit addition later. Pair the screener with kindergarten symbolic tasks from MacFarland et al. (2025) to catch risk even sooner. If a child lacks the skill, borrow Patterson’s sequence: teach component place value first, then bridge to composite problems. Early catch plus targeted teaching equals fewer math holes down the road.