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ERIC Number: ED189540
Record Type: RIE
Publication Date: 1980-Feb
Pages: 74
Abstractor: N/A
Reference Count: 0
A Re-examination of the Relationship between Literacy and Numeracy.
Bulcock, J. W.; Beebe, M. J.
The "primacy of reading" hypothesis as the explanation for the high correlation between children's competencies in literacy and numeracy is rejected in this paper. Instead, a "primacy of speech perception" hypothesis is examined. It is suggested that analysis-by-synthesis speech recognition procedures are acquired in early childhood and that the logic of the procedure is common to both arithmetic problem solving and reading comprehension. The paper discusses research that found that all the covariance between reading and numeration for a sample of grade four children was accounted for by three decoding strategies and asserts that the research confirmed the reciprocal interrelationship between literacy and numeracy. The question of research method is addressed and a discussion is provided of a new single equation estimation procedure called normalization regression analysis that was used for both recursive and nonrecursive model estimation in preference to the more traditional ordinary least squares and two-stage least squares regression methods. (MKM)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).