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Do Reading and Arithmetic Fluency Share the Same Cognitive Base?

George K Georgiou1, Tomohiro Inoue2, Rauno Parrila3

  • 1Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada.

Frontiers in Psychology
|August 16, 2021
PubMed
Summary
This summary is machine-generated.

Reading and arithmetic fluency depend on various cognitive skills. Some skills directly impact fluency, while others influence it indirectly through accuracy, highlighting a complex network of abilities.

Keywords:
arithmetic fluencynumber sensephonological awarenessrapid automatized namingreading fluencyspeed of processingworking memory

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Reading and arithmetic fluency are crucial academic skills.
  • The underlying cognitive-linguistic skills supporting these abilities are not fully understood.
  • The role of accuracy as a mediator in this relationship requires further investigation.

Purpose of the Study:

  • To investigate the influence of specific cognitive-linguistic skills on reading and arithmetic fluency.
  • To determine if reading and arithmetic accuracy mediate the effects of these cognitive skills.
  • To explore the direct and indirect pathways through which cognitive skills impact fluency.

Main Methods:

  • Longitudinal study of 126 first-grade children from beginning to end of the academic year.
  • Assessment of cognitive-linguistic skills at Time 1: non-verbal IQ, processing speed, working memory, phonological awareness, rapid automatized naming (RAN), and number sense.
  • Assessment of reading and arithmetic accuracy and fluency at Time 2 using path analysis.

Main Results:

  • Rapid automatized naming (RAN) predicted both reading and arithmetic fluency.
  • Processing speed and working memory predicted arithmetic fluency, with direct and indirect effects via accuracy.
  • Non-verbal IQ, phonological awareness, and number sense had indirect effects on fluency, mediated by accuracy.

Conclusions:

  • Reading and arithmetic fluency are supported by a broad network of cognitive-linguistic skills.
  • The impact of certain cognitive skills on fluency can be indirect, operating through accuracy.
  • Understanding these mediating roles is essential for developing effective interventions for academic fluency.