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Longitudinal mediators of achievement in mathematics and reading in typical and atypical development

Marcia A Barnes1, Kimberly P Raghubar2, Lianne English3

  • 1Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX 77030, USA; Department of Special Education, University of Texas at Austin, Austin, TX 78712, USA.

Journal of Experimental Child Psychology
|November 26, 2013
PubMed

Insights

Children with spina bifida myelomeningocele (SBM) show math difficulties, not reading issues. Early visual-spatial memory and phonological awareness predict later math skills in these children.

Area of Science:

  • Neurodevelopmental disorders
  • Developmental psychology
  • Cognitive neuroscience

Background:

  • Spina bifida myelomeningocele (SBM) is a congenital neurodevelopmental disorder.
  • Children with SBM often exhibit specific learning difficulties, particularly in mathematics.
  • Understanding developmental precursors is crucial for addressing academic disabilities.

Purpose of the Study:

  • To investigate cognitive mediators of academic outcomes in children with SBM.
  • To determine if early cognitive abilities predict math and reading achievement.
  • To explore differences in cognitive correlates for math versus reading development.

Main Methods:

  • Longitudinal study comparing children with SBM (n=30) and typically developing children (n=35).
  • Cognitive abilities (visual-spatial working memory, phonological awareness) assessed at 36 and 60 months.
  • Mathematical and reading achievement measured at 8.5 and 9.5 years using multiple mediator models.

Main Results:

  • Visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated math calculation outcomes.
  • Phonological awareness mediated math fluency (addition/subtraction) and visual-spatial working memory mediated math problem-solving.
  • No group differences in word reading; phonological awareness mediated reading fluency and comprehension.

Conclusions:

  • Early visual-spatial working memory and phonological awareness are key mediators for mathematical development in SBM.
  • Phonological awareness is crucial for reading development, independent of SBM status.
  • Findings inform theories on mathematical development and cognitive profiles of learning disabilities.

Keywords:
Cognitive correlatesLongitudinalMathematicsMediationNeurodevelopmental disorderReading

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