ERIC Number: EJ1325067
Record Type: Journal
Publication Date: 2022-Feb
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes
Journal of Educational Psychology, v114 n2 p273-288 Feb 2022
We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word reading) in 370 children (Mage = 6.55 years, SDage = 0.33 years at the start of the study) who were identified as at-risk or not-at-risk for mathematics disability. Path analysis mediation models revealed that numerical cognition, assessed at an intermediary timepoint, mediated the effects of processing speed, working memory, calculation skill, word-problem solving, and attentive behavior on all 3 outcomes. Findings indicate that multiple early domain-general cognitive abilities are related to later mathematics and reading outcomes and that numerical cognition processes, which may track ease of forming symbol-concept associations, predict later performance across both academic domains.
Descriptors: Grade 1, Elementary School Students, Grade 2, Mathematics Skills, Reading Skills, Learning Disabilities, Predictor Variables, Cognitive Ability, Skill Development
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education; Grade 2
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH); National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Abbreviated Scale of Intelligence; Woodcock Johnson Tests of Cognitive Ability; Woodcock Diagnostic Reading Battery; Wide Range Achievement Test; Keymath Diagnostic Arithmetic Test
Grant or Contract Numbers: 2P20HD075443; 1R01HD097772; 3R01HD044073; 3R01HD04407314S1; U54HD083211; 1659133