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Directional associations in reading and arithmetic fluency development across grades 1 to 9: A random intercept
Maria Psyridou1, Asko Tolvanen2, Tuire Koponen3
1Department of Psychology, University of Jyvaskyla.
Developmental Psychology
|March 3, 2025
Summary
Reading and arithmetic fluency show a strong connection, especially in early school years. Early interventions targeting both reading and math skills can boost academic performance.
Area of Science:
- Developmental psychology
- Educational psychology
- Cognitive science
Background:
- Reading fluency and arithmetic fluency are crucial academic skills.
- Understanding their developmental interplay is key for educational interventions.
Purpose of the Study:
- To investigate the directionality of associations between silent reading fluency and arithmetic fluency.
- To examine these associations across development from Grade 1 to Grade 9.
- To differentiate between-person and within-person associations.
Main Methods:
- Longitudinal study with 2,518 Finnish participants.
- Seven assessment time points from Grade 1 to Grade 9.
- Random intercept cross-lagged panel model (RI-CLPM) analysis.
Main Results:
- Strong positive correlation between reading and arithmetic fluency at the between-person level.
- Significant within-person associations found primarily in early grades (1-3).
- Bidirectional effects (reading <-> arithmetic) from Grade 1 to 2; unidirectional (reading -> arithmetic) from Grade 2 to 3.
Conclusions:
- Early development shows a dynamic interplay between reading and arithmetic fluency.
- Fostering reading skills may support arithmetic development and vice versa in early grades.
- Targeting both domains in early interventions can enhance overall academic performance.
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