Developmental dynamics between reading and math in elementary school

Erbeli, Florina; Shi, Qinxin; Campbell, Aaron R.; Hart, Sara A.; Woltering, Steven

doi:10.1111/desc.13004

Cited by 48 publications

(61 citation statements)

References 62 publications

(123 reference statements)

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“…Although the magnitude of this association was small, it was consistent over development. Erbeli et al (2020) reported similar findings in elementary children from grades 1 to 4, where annual change in math growth was (partially) accounted for by reading achievement. The reverse coupling, annual change in reading growth predicted by math achievement, was not found.…”

Section: Cross-domain Associations Between Reading and Mathematicssupporting

confidence: 58%

“…More recent work by Bailey et al (2020) draws further attention to the possible impact of the choice of analytical method on the cross-domain estimates obtained. In their study, the use of the traditional cross-lagged panel model yielded results similar to Duncan et al (2007); in contrast, use of more recently developed variations of this model-which account for potentially confounding unmeasured individual and environmental factors-yielded attenuated estimates of the cross-domain association between reading and mathematics, showing evidence of low (but larger) paths from reading to later math (see also, Erbeli et al, 2020). Intervention studies also add to the evidence for reciprocal cross-domain associations.…”

Section: Co-development Of Reading and Mathematicsmentioning

confidence: 92%

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Cross- and Within-Domain Associations of Early Reading and Mathematical Skills: Changes Across the Preschool Years

2021

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Existing research has mainly examined the role of cognitive correlates of early reading and mathematics from a stationary perspective that does not consider how these skills unfold and interact over time. This approach constraints the interpretation of cross-domain associations and the specificity of domain-specific covariates. In this study, we disentangle the role of these predictors and investigate cross-domain associations between reading, math, and two related domain-specific predictors (phonological awareness and fluency with number sets) over the kindergarten years (n=512, Mage=54months, SDage=3.5, 52% females). Results reveal that the overlap between reading and math skills changes over development. Reciprocal associations between reading and math abilities are observed at earlier stages; then, reading abilities become the lead force. Findings also show that phonological awareness and fluency with number sets are domain-specific predictors that do not contribute to cross-domain gains in academic skills. Indeed, there is a trend for domain-specific skills to be more strongly related to achievement at the beginning of formal education than at the beginning of kindergarten, which suggests an increasing differentiation of domains over the kindergarten years. Such findings have implications for the timing and nature of interventions that aim to support children’s reading and mathematical development.

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Section: Cross-domain Associations Between Reading and Mathematicssupporting

confidence: 58%

Section: Co-development Of Reading and Mathematicsmentioning

confidence: 92%

Cross- and Within-Domain Associations of Early Reading and Mathematical Skills: Changes Across the Preschool Years

2021

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“…Several studies have shown that reading and mathematics are highly correlated (e.g., Koponen et al, 2007 ; Landerl and Moll, 2010 ; Codding et al, 2015 ; Balhinez and Shaul, 2019 ; Erbeli et al, 2020 ), and that comorbid disabilities occur far more often than isolated reading, and mathematics disabilities (e.g., Dirks et al, 2008 ; Willcutt et al, 2013 ; Koponen et al, 2018 ). Researchers have also argued that the observed covariation of reading and mathematics skills may be partly due to the fact that the development of both academic skills relies on similar cognitive processes (e.g., Koponen et al, 2007 , 2020 ; Zoccolotti et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Do Reading and Arithmetic Fluency Share the Same Cognitive Base?

2021

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We examined the role of different cognitive-linguistic skills in reading and arithmetic fluency, and whether the effects of these skills are mediated by reading and arithmetic accuracy. One hundred twenty-six English-speaking Grade 1 children (67 females, 59 males; Mage = 6.41 years) were followed from the beginning of Grade 1 (Time 1) to the end of Grade 1 (Time 2). At Time 1, they were assessed on measures of non-verbal IQ, speed of processing, working memory, phonological awareness, rapid automatized naming (RAN), and number sense. At Time 2, they were assessed on measures of reading and arithmetic accuracy as well as on measures of reading and arithmetic fluency. Results of path analysis showed first that when reading and arithmetic fluency were included in the model as separate outcomes, RAN was predictive of both and that speed of processing and working memory were predictive of only arithmetic fluency. Second, RAN, speed of processing, and working memory had both direct and indirect effects (via reading and arithmetic accuracy) on the covariation of reading and arithmetic fluency. Irrespective of how reading and arithmetic fluency were treated in the analyses, the effects of non-verbal IQ, phonological awareness, and number sense were all indirect. Taken together, these findings suggest that reading and arithmetic fluency draw on a broader network of cognitive-linguistic skills, whose effects can sometimes be indirect through reading and arithmetic accuracy.

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“…This finding suggests that interrelations among math and reading domains include socio-emotional dimensions, in addition to cognitive, neural, and genetic ones (e.g., Kovas et al, 2007;Pollack and Ashby, 2018;Vanbinst et al, 2020b). Indeed, in line with the notion that good reading skills may facilitate math skills, but not necessarily the reverse (Erbeli et al, 2021), how learners feel about reading may not just facilitate reading skills, but math skills as well.…”

Section: Socio-emotional Predictors Of Math Competence Are Within and Across Domainmentioning

confidence: 63%

Anxiety, motivation, and competence in mathematics and reading for children with and without learning difficulties

Pollack¹,

Wilmot²,

Centanni³

et al. 2021

Preprint

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Knowledge of the relations among learners’ socio-emotional characteristics and competencies as they engage in mathematics and reading is limited, especially for children with academic difficulties. This study examined the relations between anxiety, motivation, and competence in mathematics and reading, within and across domains, in an academically-diverse set of 8–13-year-old learners (n = 146). To measure anxiety and motivation across domains, we paired existing measures of math anxiety and reading motivation with researcher-developed analogues for reading anxiety and math motivation. Participants completed standardized assessments of mathematics and reading, anxiety and motivation surveys for math and reading, and a measure of nonverbal cognitive ability. Results showed high internal consistency for all anxiety and motivation scales (Cronbach’s alpha = 0.76-0.91). Pearson correlations showed that within and across domains, participants with higher competence had lower anxiety and higher motivation. Higher anxiety was also associated with lower motivation. Regression analyses showed that for both math and reading, within-domain motivation was a stronger predictor of competence than anxiety. There was a unidirectional across-domain relation: socio-emotional characteristics for reading predicted math competence, after accounting for nonverbal cognitive ability, age, gender, and within-domain anxiety and motivation. Results contribute to knowledge of the socio-emotional characteristics of children with and without learning difficulties in association with reading and math activities. Implications of a unidirectional socio-emotional link between the two domains can advance research and theory of the relations among socio-emotional characteristics and competence for academically-diverse learners.

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Developmental dynamics between reading and math in elementary school

Cited by 48 publications

References 62 publications

Cross- and Within-Domain Associations of Early Reading and Mathematical Skills: Changes Across the Preschool Years

Cross- and Within-Domain Associations of Early Reading and Mathematical Skills: Changes Across the Preschool Years

Do Reading and Arithmetic Fluency Share the Same Cognitive Base?

Anxiety, motivation, and competence in mathematics and reading for children with and without learning difficulties

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