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Developmental dynamics between reading and math in elementary school.

Florina Erbeli1, Qinxin Shi1, Aaron R Campbell1

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Strong reading skills in elementary school boost math development, especially for struggling students. This longitudinal study highlights reading

Keywords:
academically at-riskco-developmentelementary gradeslatent change score modelingmathreading

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Cognitive Science

Background:

  • Reading and mathematics skills develop concurrently during elementary school years.
  • The precise nature of the longitudinal relationship between reading and math development remains an area of active research.
  • Understanding these co-developmental pathways is crucial for effective academic intervention.

Purpose of the Study:

  • To investigate the dynamic, longitudinal pathways between reading and mathematics attainment in academically at-risk children from first through fourth grade.
  • To determine the directionality and strength of the relationship between reading and math development over time.
  • To examine whether reading proficiency predicts subsequent growth in mathematical skills.

Main Methods:

  • Longitudinal study design involving 554 academically at-risk children.
  • Utilized Woodcock-Johnson-III reading and math measures for assessment.
  • Employed dynamic bivariate latent change score models to analyze developmental trajectories.

Main Results:

  • Found unidirectional longitudinal coupling effects from reading to math development.
  • Average and high levels of reading performance were significantly associated with subsequent gains in math growth, particularly for children with below-average math skills.
  • Low reading performance did not show significant amplifying effects on math growth; findings were consistent even after controlling for nonverbal cognitive abilities.

Conclusions:

  • Proficient reading skills serve as a crucial foundation for the development of mathematical abilities in elementary school children.
  • Interventions for math difficulties should consider and address underlying reading performance.
  • The findings emphasize the interconnectedness of literacy and numeracy development.