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Related Experiment Video

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Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills

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The Relationship Between Reading Fluency and Arithmetic Fact Fluency and Their Shared Cognitive Skills: A

Reut Balhinez¹, Shelley Shaul¹

¹Edmond J. Safra Brain Research Center, Department of Learning Disabilities, University of Haifa, Haifa, Israel.

Frontiers in Psychology

|June 20, 2019

Summary

Cognitive abilities supporting reading and arithmetic fluency change as children develop. While early on, inhibition and working memory (WM) are key for reading and rapid automatized naming (RAN) and WM for math, later, RAN and WM become dominant for both.

Keywords:

arithmetic fact fluency cognitive skills inhibition rapid automatized naming reading fluency working memory

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Area of Science:

Cognitive Development
Educational Psychology
Neuroscience

Background:

Reading and arithmetic fluency are crucial academic skills.
Understanding the shared and distinct cognitive underpinnings of these skills is vital for effective educational interventions.
Developmental changes in cognitive abilities impact skill acquisition across different age groups.

Purpose of the Study:

To investigate the developmental trajectory of cognitive abilities underlying reading and arithmetic fluency.
To identify specific cognitive predictors (working memory, inhibition, rapid automatized naming) for fluency in these domains across elementary school grades.
To determine if shared cognitive mechanisms underpin both reading and arithmetic fluency development.

Main Methods:

An unselected sample of first, second, and third graders (N=216) participated.
Children completed tasks assessing reading fluency, arithmetic fact fluency, rapid automatized naming (RAN), working memory (WM), and inhibition.
Stepwise regression analyses were used to identify predictors of fluency at each grade level.

Main Results:

In first grade, reading fluency was predicted by inhibition and WM, while arithmetic fluency was predicted by RAN and WM.
In second grade, both reading and arithmetic fluency were predicted by RAN and WM.
In third grade, only RAN predicted both types of fluency, indicating a developmental shift in underlying cognitive mechanisms.

Conclusions:

Cognitive components supporting reading and arithmetic fluency decrease in number with development.
Shared cognitive mechanisms, particularly RAN and WM, become increasingly important for both reading and arithmetic fluency as children progress through elementary school.
These findings have implications for targeted interventions aimed at improving foundational academic skills.