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Related Experiment Video

Updated: Nov 20, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

Comorbidity Between Math and Reading Problems: Is Phonological Processing a Mutual Factor?

Tonje Amland¹, Arne Lervåg², Monica Melby-Lervåg¹

¹Department of Special Needs Education, University of Oslo, Oslo, Norway.

Frontiers in Human Neuroscience

|January 25, 2021

Summary

Phonological awareness skills in preschool do not directly predict math development. However, a weak indirect link exists for verbal arithmetic through later phoneme awareness.

Keywords:

comorbidity math numeracy phonological awareness reading

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Area of Science:

Cognitive Psychology
Developmental Psychology
Educational Psychology

Background:

Reading and math skills are related, with co-occurring disorders.
Phonological representation quality may underpin both early reading and arithmetic abilities.

Purpose of the Study:

To investigate the hypothesis that phonological representations form a mutual foundation for reading and math skills.
To examine the longitudinal relationship between phonological awareness and arithmetic development from preschool to first grade.

Main Methods:

Longitudinal study design with 259 participants tracked from preschool to first grade.
Assessment of phonological awareness (including phoneme awareness) and arithmetic skills at different time points.
Statistical analysis to determine direct and indirect effects, controlling for confounders and prior skills.

Main Results:

Phonological awareness in preschool did not directly predict overall arithmetic development in first grade.
A weak indirect effect was found between preschool phoneme awareness and first-grade arithmetic, mediated by first-grade phoneme awareness.
This indirect effect was specific to verbal arithmetic and did not extend to arithmetic fluency.

Conclusions:

The findings partially support the hypothesis, suggesting a limited role for phonological representations in arithmetic development.
The weak indirect link highlights the complexity of the reading-math relationship, particularly when controlling for confounding variables.
Future research should explore other potential shared foundations and developmental pathways for reading and math skills.